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Epistemic positioning and frameworks for participation: Learning to assess objects of craft in teacher education
Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
2013 (English)In: Learning, Culture and Social Interaction, ISSN 2210-6561, Vol. 2, no 4, 277-292 p.Article in journal (Refereed) Published
Abstract [en]

This study investigates peer assessment in teacher education with a focus on the interactive organisation of such activities. As part of teacher education, peer assessment is not only used in teaching and learning of subject matter, but can also serve as a learning exercise where assessment competences are taught and attended to. In peer assessment, students engage in educational activities under conditions that differ from other classroom interaction: while participating in the activities as students, they are at the same time involved in teaching and assessing their peers activities commonly associated with teachers. Studying this kind of educational activity places a focus on participation and interactional positions: to what extent are students able to participate in this kind of activity as teachers and in what ways do they orient towards their positions as students? The analyses show a multi-dimensional interactive organisation with both dynamic and static components. Interactional arrangements with shifting participation frameworks and changing interactive positions are at work simultaneously as a more stable organisational pattern related to educational interaction.

Place, publisher, year, edition, pages
Elsevier, 2013. Vol. 2, no 4, 277-292 p.
Keyword [en]
Peer assessment; Teacher education; Participation framework; Epistemic positioning; Interaction
National Category
Educational Sciences
URN: urn:nbn:se:liu:diva-110720DOI: 10.1016/j.lcsi.2013.10.002ISI: 000340858700006OAI: diva2:748421
Available from: 2014-09-19 Created: 2014-09-19 Last updated: 2016-02-23
In thesis
1. Instructional work in textile craft : Studies of interaction, embodiment and the making of objects
Open this publication in new window or tab >>Instructional work in textile craft : Studies of interaction, embodiment and the making of objects
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The focus for this thesis is instructions and their role in guiding students’ activities and understandings in the context of textile craft. The empirical material consists of video recordings of courses in textile craft offered as part of teacher education programs. In four empirical studies, instructions directed towards competences in craft are investigated with the ambition to provide praxeological accounts of learning and instruction in domains where bodily dimensions and manual actions are prominent. The studies take an ethnomethodological approach to the study of learning and instruction. In the studies, instructions related to different stages of the making of craft objects are analysed. Study I highlights instructional work related to objects-yet-to-be and the distinction between listening to instructions as part of a lecture and listening to instructions when trying to use them for the purpose of making an object is discussed. Study II and III explore instructions in relation to developing-objects and examine instructions as a collaboration of hands and the intercorporeal dimensions of teaching and learning craft are scrutinised. In Study IV, objects-as-completed are analysed by investigating a certain way of addressing assessment as an educational topic. The manifest character of skills and understandings in craft provide specific conditions for learning and instruction. In craft education, skilled action is not just explained but also shown and established through bodily instructions that make the targeted skills available through bodily understandings of moving and touching. The bodily conduct of students comprises a resource for teachers to assess students’ understanding of the subject matter being taught as the materiality of craft activities reveal the crafters’ understanding of the activity at hand. The thesis demonstrates how skills in craft are made available to students in and through opportunities to see, feel and act in craft-specific ways.

Place, publisher, year, edition, pages
Stockholm: Stockholm University, 2012. 108 p.
, Studies in Education in Arts and Professions, 3
Craft, education, instruction, interaction, ethnomethodology, sloyd, teacher education
National Category
Educational Sciences
urn:nbn:se:liu:diva-125433 (URN)978-91-7447-435-0 (ISBN)
Public defence
2012-02-17, Tillbergsalen, Campus Konradsberg, hus T, Rålambsvägen 32, Stockholm, 13:00 (English)

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 3: Accepted. Paper 4: Submitted.

Available from: 2016-02-23 Created: 2016-02-23 Last updated: 2016-02-23Bibliographically approved

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Ekström, Anna
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