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Drilling the mirror routine: From non‐situated looking to mobile practice in driver training
Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-7985-8776
2018 (English)In: International Journal of Applied Linguistics, ISSN 0802-6106, E-ISSN 1473-4192, Vol. 28, no 2, p. 226-247Article in journal (Refereed) Published
Abstract [en]

This paper uses ethnomethodology and conversation analysis to trace the instructed development of a practical skill (the ‘mirror routine’) in a driving school in Sweden. Focusing the interaction between instructor and student, it applies a micro longitudinal perspective by examining five video excerpts from a total of ≈15 minutes of one driving lesson with a single constellation of student/instructor. Detailed analyses show how, by deploying different instructional resources, instructions are adapted to operate under a range of mobile and infrastructural contingencies, distinguishing between stationary and mobile instructions while considering the reflexive relation between the two. By and large, learning the mirror routine is a complex task in which the participants must deal with issues of instructions, temporality and practical multi-activity at the same time.

Place, publisher, year, edition, pages
Wiley-Blackwell Publishing Inc., 2018. Vol. 28, no 2, p. 226-247
Keywords [en]
conversation analysis; ethnomethodology; learning; looking; social interaction
National Category
Learning
Identifiers
URN: urn:nbn:se:liu:diva-197827DOI: 10.1111/ijal.12201ISI: 000439789900002Scopus ID: 2-s2.0-85043358791OAI: oai:DiVA.org:liu-197827DiVA, id: diva2:1797831
Available from: 2023-09-16 Created: 2023-09-16 Last updated: 2024-11-12Bibliographically approved
In thesis
1. Where a Glance is an action: Drilling visual routines in driver training
Open this publication in new window or tab >>Where a Glance is an action: Drilling visual routines in driver training
2024 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Där en blick är en handling : Träning av visuella rutiner i förarutbildning
Abstract [en]

Drivers rely on vision to navigate and interplay with other road users. However, the experienced drivers use of vision differs considerably from the novice’s, with the former having developed what is essentially a “professional vision” (Goodwin, 1994). This compilation thesis seeks to investigate how the ability to see and act in methodic ways is taught and learned in driver training. It takes a special interest in trajectories of learning as displayed in and through participants’ interaction.

Study I shows how the mirror routine, a standard procedure for visually checking the car’s surroundings, is taught and practiced during training. The analysis demonstrates the intractability of instructions and the prospective-retrospective character of members’ procedures for sensemaking as proposed by Garfinkel (1967). Study II shows how the blind spot check, essentially a component of the mirror routine, is introduced and later practiced during driving lessons. Results revealed how instructions are not only sensitive to changes in the surrounding, but also to the trainee’s developing levels of competence. Study III investigates participants’ work of establishing joint vision when deciding on an action point for an upcoming maneuver. It shows how seeing, as a social phenomenon, is an achievement that may require interactional work and coordination of embodied sensorial practices.

The participants’ orientation to the trainee drivers’ progression can be seen in different ways of orienting to learning as shared interactional history, as mutual orientation displayed through explicitly oriented talk, and as changing participation in an ongoing activity. Becoming a member-driver in the community of road users involves a perceptual restructuring of the world as perceived through one’s senses (Nishizaka, 2006). Sensoriality may thus be seen as crucial to processes of learning. In order to develop necessary skills for looking and seeing in traffic, trainee drivers should be given ample opportunity to practice those skills in the setting where the instructed practice will actually be produced.

Abstract [sv]

Förare förlitar sig i stor utsträckning på seendet för att navigera och samspela med andra trafikanter. Den erfarne förarens förmåga att se skiljer sig dock avsevärt från novisens eftersom den erfarne föraren har utvecklat ett slags seende som är utmärkande för en kompetent bilförare (jfr professional vision, Goodwin, 1994). Denna sammanläggningsavhandling undersöker hur specifika praktiker för att se i trafik lärs ut och in i förarutbildning. Avhandlingen fokuserar särskilt på hur spår av lärande synliggörs i och genom deltagarnas interaktion.

Studie I undersöker hur spegelrutinen, en standardprocedur för att söka av den omgivande trafikmiljön, lärs ut. Utifrån tidigare observationer (Garfinkel, 1967) visar studien hur instruktioner är svårhanterliga som pedagogiska verktyg och illustrerar den retrospektiva-prospektiva karaktär som präglar människors meningsskapande. Studie II visar hur praktiken att kolla döda vinkeln, ett av de moment som utgör spegelrutinen, först introduceras och senare övas i trafik. Analysen visar hur instruktioner anpassas till såväl den omgivande miljön som till elevens framväxande kompetens. Studie III undersöker deltagarnas arbete med att etablera ett gemensamt seende när man ska bestämma en navigationspunkt för en körmanöver. Den visar hur seende, som ett socialt fenomen, förutsätter deltagares koordinering av olika sensoriska praktiker.

Tecken på lärande kan urskiljas i deltagarnas orientering mot lärande som ett resultat av samspel över tid, som ömsesidig explicit orientering, och som föränderligt deltagande i en pågående aktivitet. Att lära sig att se som ”en förare” innebär en perceptuell omstrukturering av den omgivande miljön (Nishizaka, 2006). Sensorialitet kan därmed anses utgöra ett centralt inslag i olika lärprocesser. För att lära sig att titta och se trafik behöver körelever därmed ges tillräckliga möjligheter att öva dessa förmågor i en miljö där dessa instruerade praktiker också tillämpas.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2024. p. 87
Series
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 45Linköping studies in education and social sciences, ISSN 2004-2787, E-ISSN 2004-2795 ; 23
Keywords
Vision, Mobility, Learning, Seende, Mobilitet, Lärande
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-209420 (URN)10.3384/9789180759243 (DOI)9789180759236 (ISBN)9789180759243 (ISBN)
Public defence
2024-12-13, K1, Kåkenhus, Campus Norrköping, Norrköping, 13:15 (English)
Opponent
Supervisors
Funder
Swedish Research Council, 721-2012-5367
Available from: 2024-11-12 Created: 2024-11-12 Last updated: 2024-11-12Bibliographically approved

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