Constructing Learning Spaces - Knowledge Development in Work-Based Learning

Abstract

This article discusses how kindergarten, as a learning arena equal to a university college, creates learning spaces that engage or intervene in the professional learning of student teachers in early childhood education. Based on narratives from students in work-based education, the article addresses the complexity of education by outlining how the concept of learning is applied in earlier research on work-based learning. This earlier understanding is complemented this with two theoretical lenses (sociocultural and sociomaterial thinking) to analyse a constructed narrative from the students. The two theoretical positions open up to examine knowledge development and potentially enriches the picture of learning spaces in experiential work-based learning, going beyond the student as an individual learner.