Situated trajectories of learning in vocational training interactions.

This paper investigates smaller-scale transitions that are part of the longer-term processes of subjective transformation and adaptation to new professional competencies for learners in the field of vocational education. On the conceptual level, it proposes to view transitions as intermediate states in situated trajectories of learning. The notion of trajectory aims to capture that (a) learning occurs through situated and highly contextualized micro activities and (b) that these activities occur within historical sequences of events, which come to form over time dynamic trajectories. The ingredients constitutive of a trajectory of learning are first defined. The notions presented are next applied to the empirical analysis of one sequence of learning, in which we show the transitions undergone by one object of knowledge as it is being taught to different apprentices in a workshop. On the theoretical plane, the paper thus proposes to view transitions as microdynamics of change. On the methodological plane, it contributes to identifying possible empirical sources and methodological frames to study micro-transitional phenomena. [ABSTRACT FROM AUTHOR]