Youth workers are educators who play an essential role in the social, emotional, and academic development of youth in afterschool contexts (Fusco and Gannett, 2012; Pozzoboni and Kirshner, 2016). They build expertise on the job, learning implicit know-how through contextualized and relationally constructed practice and reflection (Polanyi, 1966; Taylor, 2007). The field, however, has under conceptualized how to foster implicit knowledge development in youth workers. Most youth workers learn experientially throughout their time in-service as they gain the skills and knowledge necessary to navigate complex dilemmas that arise in the field. I build on other scholars of youth work to argue that dilemmas crack open for the learner – who in the case of this paper are novice youth workers – tensions that exist at the nexus of their personal and professional identities. Structuring learning around “dilemmas” offers us a key pedagogical move that affords the field a framework from which to build novice youth workers' implicit skills. I take a case study approach to present how and what four novice youth workers learned in their experience with dilemmas of practice, which were leveraged as a pedagogical in a higher education course called Adolescent Development and Educational Psychology (ADEP).

青年工作者是教育工作者，他们在课后环境中对青年的社会、情感和学业发展发挥着重要作用（Fusco 和 Gannett，2012 年；Pozzoboni 和 Kirshner，2016 年）。他们在工作中积累专业知识，学习隐性知识通过情境化和关系构建的实践和反思（波兰尼，1966 年；泰勒，2007 年）。然而，该领域尚未对如何促进青年工人的隐性知识发展进行概念化。大多数青年工作者在整个服务期间都通过体验式学习，因为他们获得了应对该领域出现的复杂困境所需的技能和知识。我在其他青年工作学者的基础上论证了学习者的困境——在本文中他们是青年工作者的新手——存在于他们个人和职业身份之间的紧张关系。围绕“困境”构建学习为我们提供了一个关键的教学举措，为该领域提供了一个框架，从中可以建立新手青年工人的内隐技能。实践的困境，在名为青少年发展和教育心理学 (ADEP) 的高等教育课程中被用作教学法。