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Instruction-in-interaction: The teaching and learning of a manual skill
Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.
Department of Education in Arts and Professions, Stockholm University, Stockholm, Sweden.
2012 (English)In: Human Studies, ISSN 0163-8548, E-ISSN 1572-851X, Vol. 35, no 1, 27-49 p.Article in journal (Refereed) Published
Abstract [en]

This study takes an interest in instructions and instructed actions in the context of manual skills. The analysis focuses on a video recorded episode where a teacher demonstrates how to crochet chain stitches, requests a group of students to reproduce her actions, and then repeatedly corrects the attempts of one of the students. The initial request, and the students’ responses to it, could be seen as preliminary to the series of corrective sequences that come next: the request and the following attempts make it possible for the teacher to launch instructional sequences specifically designed and addressed to the students who need further guidance. In the interaction between the teacher and the novice student, the reasoned character of the instructed actions is not explained so much as installed and tuned. The materiality of the project makes it possible for the two parties to methodically and meticulously adjust their actions in accordance with each other, and towards the gradual realization of the aimed-for results. In connection to this, a number of issues pertaining to the reproducibility and recognizability of manual skills are raised: how instructions-in-interaction orient towards the progression of the skill rather than the interaction itself; how attempts by and mistakes of the instructed party provide grounds for further instruction; and, consequently, how instructions in the form of corrections build on the instructor’s continuous assessments of the instructed actions.

Place, publisher, year, edition, pages
2012. Vol. 35, no 1, 27-49 p.
Keyword [en]
Instructed action, Correction, Manual skill, Ethnomethodology, Conversation analysis
National Category
Pedagogical Work Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-125431DOI: 10.1007/s10746-012-9213-5OAI: oai:DiVA.org:liu-125431DiVA: diva2:905899
Available from: 2016-02-23 Created: 2016-02-23 Last updated: 2016-03-03Bibliographically approved
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.
Series
, Studies in Education in Arts and Professions, 3
Keyword
Craft, education, instruction, interaction, ethnomethodology, sloyd, teacher education
National Category
Educational Sciences
Identifiers
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)
Opponent
Supervisors
Note

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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