Suchergebnisse

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.

Context: This article focus on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade. Methods: The data consists of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction. Findings: Findings shows how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now. Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.