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Instructional work in textile craft : Studies of interaction, embodiment and the making of objects
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner.
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 [en]
Craft, education, instruction, interaction, ethnomethodology, sloyd, teacher education
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-125433ISBN: 978-91-7447-435-0OAI: oai:DiVA.org:liu-125433DiVA: diva2:905909
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
List of papers
1. Questions, instructions and modes of listening in the joint production of guided action: A study of student-teacher collaboration in handicraft education
Open this publication in new window or tab >>Questions, instructions and modes of listening in the joint production of guided action: A study of student-teacher collaboration in handicraft education
2009 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 53, no 5, 497-514 p.Article in journal (Refereed) Published
Abstract [en]

This article concerns a central issue in education as an institutional activity: instructions and their role in guiding student activities and understanding. In the study, we investigate the tensions between specifics and generalities in the joint production of guided action. This issue is explored in the context of handicraft education—or more specifically, a teacher education program in sloyd. Handicraft is particularly interesting when analysing instructions, since the purposes of instructions are often dual: (1) to bring about a broad, instructionally relevant mode of understanding artefacts (including their origin, aesthetics, etc.), and (2) to guide manual action in the production of such artefacts. In the article, a detailed analysis of an instructional sequence, which includes the production of two distinct types of embroideries, is reported. The analysis sheds light on the role of educational examples in sloyd as well as on the related issue concerning the distinctive difference between the activities of listening to instructions as part of a lecture, on the one hand, and, on the other, listening to instructions in order to be able to accomplish a task.

Place, publisher, year, edition, pages
Taylor & Francis, 2009
Keyword
Classroom interaction, educational discourse, handicraft education, sloyd
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-125430 (URN)10.1080/00313830903180794 (DOI)
Available from: 2016-02-23 Created: 2016-02-23 Last updated: 2016-03-03Bibliographically approved
2. Instruction-in-interaction: The teaching and learning of a manual skill
Open this publication in new window or tab >>Instruction-in-interaction: The teaching and learning of a manual skill
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.

Keyword
Instructed action, Correction, Manual skill, Ethnomethodology, Conversation analysis
National Category
Pedagogical Work Pedagogy
Identifiers
urn:nbn:se:liu:diva-125431 (URN)10.1007/s10746-012-9213-5 (DOI)
Available from: 2016-02-23 Created: 2016-02-23 Last updated: 2016-03-03Bibliographically approved
3. Epistemic positioning and frameworks for participation: Learning to assess objects of craft in teacher education
Open this publication in new window or tab >>Epistemic positioning and frameworks for participation: Learning to assess objects of craft in teacher education
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
Keyword
Peer assessment; Teacher education; Participation framework; Epistemic positioning; Interaction
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-110720 (URN)10.1016/j.lcsi.2013.10.002 (DOI)000340858700006 ()
Available from: 2014-09-19 Created: 2014-09-19 Last updated: 2016-02-23

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