Latest News on Apprenticeship : July – 2020
Apprenticeship in thinking: Cognitive development in social context
In this book, I examine how individual thinking processes relate to the cultural context and the social interactions of children that provide guidance, support, direction, challenge, and impetus for development.
In presenting my concept of guided participation in cultural activity, I draw heavily on the theory of Vygotsky and refer also to that of Piaget. I focus on literatures in cognitive development, communication and social interaction in infancy and childhood, education, and cultural psychology and anthropology. . . . However, my aim is to integrate the available work from a wide variety of sources to provide a coherent and broadly based account of cognitive development through guided participation in sociocultural activity.
This book is addressed to my colleagues and their students—researchers and scholars in the fields of developmental, cognitive, and social psychology, and those in related areas of communication, anthropology, and education.
In Part I, I argue that the roles of the individual and the social world are mutual and not separable, as humans by nature engage in social activity with their contemporaries and learn from their predecessors.
Part II of the book focuses on the processes by which children’s thinking and development are supported and stretched in the immediate social contexts in which children are involved in problem solving, in collaboration with others or in social arrangements of children’s activities.
In Part III, I consider speculations and evidence of how social interaction may contribute to children’s cognitive development. (PsycINFO Database Record (c) 2016 APA, all rights reserved) 
Promoting technology integration through collaborative apprenticeship
Teachers often learn technology skills and integration strategies in intensive seminars, ineffective means for professional learning because experiences are seldom transferred to instructional practices. Thus, effective technology integration requires teachers to obtain learning experiences within the context of their teaching so they can practice, reflect, and modify their practices. Learning in a teaching community is a social process that involves ongoing, on-site, and just-in-time support. Teachers need avenues to continually interact to provide such support across all members of the community. Collaborative Apprenticeship, a professional development model featuring reciprocal interactions, is one such approach to promoting technology integration. Teachers experienced in technology use serve as mentors of peer-teachers’ technology applications aimed at improving instruction. Technology is progressively infused as peer-teachers learn to design technology-rich lessons from their technology-savvy peers through modeling, collaboration, and coaching. 
Helping doctoral students teach: transitioning to early career academia through cognitive apprenticeship
Doctoral training is strongly focused on honing research skills at the expense of developing teaching competency. As a result, emerging academics are unprepared for the pedagogical requirements of their early-career academic roles. Employing an action research approach, this study investigates the effectiveness of a competency-based teaching development intervention that aims to improve the teaching self-efficacy of doctoral candidates. To conduct this research, we apply the theoretical framework of Cognitive Apprenticeship Theory, a theory of social learning that requires learners to participate in a community of inquiry. Participants report significantly higher levels of teaching self-efficacy and a stronger sense of connectedness to the wider academic community. 
Traditional Apprenticeship in the Old Africa and Its Relevance to Contemporary Work Practices in Modern Nigerian Communities
Unemployment is one the major challenges facing Nigeria’s process of development. Various attempts had been made to improve the employment situation especially among the youths with little or no result. This paper therefore discusses how Nigeria can adopt, restructure and improve on one of her traditional heritages: traditional apprenticeship to improve the employment situation among the youths, early school leavers and graduates of the formal school system in the country. The paper also discusses the problems facing practice of apprenticeship in Nigeria and suggested the way forward. This discourse concludes that using traditional apprenticeship to productively engage idle and unemployed youths would not only create employment and enhance technological advancement; it will also impact positively on issues of security in the country. 
Women Apprenticeship: A Panacea to Unemployment among Women in Nigeria
This paper examined the concepts of apprenticeship and work amongst women in Nigeria. The study was a descriptive survey. The population for the study was all craft-women in Nigeria. A sample of 30 master craft-women was purposively selected in randomly selected three States in Nigeria. The instrument was a semi-structured interview guide termed Women Apprenticeship Interview Guide (WAIG), divided into two sub themes: the need for women apprenticeship and gender issues affecting women apprenticeship and job opportunities. Oral interview was tape-recorded, responses transcribed and coded. The discussions of the results were done using phenomenological narration. The results showed that women worked to enhance their family up-keep; social, more than gender issues affected women apprenticeship; and apprenticeship was a way-out of unemployment among women. The paper, posited that reform in apprenticeship strategies stimulate interests of women in vocational training and equip them with employable skills that would give them better employment opportunities. 
 Rogoff, B., 1990. Apprenticeship in thinking: Cognitive development in social context. Oxford university press.
 Glazer, E., Hannafin, M.J. and Song, L., 2005. Promoting technology integration through collaborative apprenticeship. Educational Technology Research and Development, 53(4), pp.57-67.
 Greer, D.A., Cathcart, A. and Neale, L., 2016. Helping doctoral students teach: Transitioning to early career academia through cognitive apprenticeship. Higher Education Research & Development, 35(4), pp.712-726.
 Adekola, G. (2013) “Traditional Apprenticeship in the Old Africa and Its Relevance to Contemporary Work Practices in Modern Nigerian Communities”, Journal of Education, Society and Behavioural Science, 3(4), pp. 397-406. doi: 10.9734/BJESBS/2013/4292.
 Adebisi, T. A. and Akinsooto, T. A. (2015) “Women Apprenticeship: A Panacea to Unemployment among Women in Nigeria”, Journal of Education, Society and Behavioural Science, 12(1), pp. 1-7. doi: 10.9734/BJESBS/2016/20160.