Nina Kilbrink, Jan Axelsson and Stig-Börje Asplund
The purpose of this study is to explore how critical aspects can be defined in a learning study on welding without conducting any pre-tests.
Abstract
Purpose
The purpose of this study is to explore how critical aspects can be defined in a learning study on welding without conducting any pre-tests.
Design/methodology/approach
In this study, the authors focus on empirical examples from a learning study on welding conducted in six iterative cycles, with conversation analysis and variation theory approach (CAVTA) as a theoretical basis. The welding lessons have been video-recorded, and in the study, the authors analyze examples where the teachers try to identify critical aspects of a vocational practical object of learning in interaction. CAVTA permeates the complete process, where the analysis has been part of the iterative cycles and further developed when the six cycles were completed.
Findings
The results show how critical aspects can be made visible in the interaction between teacher(s) and student(s) in the enacted learning situation. In the process, the authors work with the three concepts expected critical aspects, displayed critical aspects and targeted critical features in relation to a vocational practical object of learning where conducting a pre-test to define critical aspects is not educationally possible.
Originality/value
Teaching vocational practical objects of learning could be seen as something different from teaching other kinds of objects of learning and the use of the traditional pre-tests in learning studies may be problematic. From that follows, that other ways of finding the critical aspects for the students regarding a vocational practical object of learning might be needed. In this study, such a way is presented.
Details
Keywords
Stig-Börje Asplund and Héctor Pérez Prieto
The purpose of this paper is to explore what conversation analysis has to offer when analysing a series of life story interviews aiming to capture how reading and texts are used…
Abstract
Purpose
The purpose of this paper is to explore what conversation analysis has to offer when analysing a series of life story interviews aiming to capture how reading and texts are used in a rural working-class man’s identity construction.
Design/methodology/approach
The conversation analysis methodology with its explicit focus on embodied social action, activity and conduct in interaction is integrated with a life story approach when analysing and describing the identity constructing processes that take place in life story interview settings.
Findings
Through a close and detailed analysis of the interaction between interviewer and interviewee, and by focusing and highlighting the phenomena and identities that are oriented to in the face-to-face interaction here and now (and in relation to there and then), descriptions of the complex and dynamic identity constructing processes that are set into play in the life story interview are possible.
Research limitations/implications
It is argued that the approach has a lot to offer when approaching life story data, and thus is a method that can increase the transparency in life story interview research.
Originality/value
The paper explores the intersection of what is often seen as diametrically opposed forms of analysis: conversation analysis and narrative inquiry.