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Understanding Learning for Work: Contributions from Discourse and Interaction Analysis

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International Handbook of Research in Professional and Practice-based Learning

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

In recent years, interaction and discourse analytic methods have been applied extensively in various areas of educational research and have become an important theoretical perspective for those concerned with the study of learning in social settings. Following this innovative perspective, this chapter advances two main arguments. First, it stresses the idea that adopting a discursive and interactional approach on professional practice can contribute to the body of concepts and methods applied for understanding practice-based learning. And second, it considers that there exists a strong epistemological continuity between social theories of learning on the one hand, and research methods belonging to the field of discourse and interaction analysis on the second hand. From there, the aim of the chapter is to identify and specify an interdisciplinary field intersecting linguistics methods and professional education research. It is also to show what these methods consist of, how they may be enacted and applied and what are their potentialities and practical implications for researching the field of professional and practice-based learning.

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Notes

  1. 1.

    This research program was sponsored by the Swiss National Science Foundation (SNF) under references PP001-106603 and PP00P1-124650. It has benefited from the valuable contributions of Ass. Prof. Ingrid de Saint-Georges, Dr. Barbara Duc and Dr. Stefano Losa.

  2. 2.

    The original recorded data are in French, and the transcript provided here is a translation. Transcription conventions are given in the Appendix at the end of the chapter.

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Author information

Authors and Affiliations

  1. Faculty of Psychology and Educational Science, University of Geneva, Geneva, Switzerland

    Laurent Filliettaz

Authors
  1. Laurent Filliettaz
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Correspondence to Laurent Filliettaz .

Editor information

Editors and Affiliations

  1. School of Education and Professional Studies, Adult and Vocational Education, Griffith University, Brisbane, Queensland, Australia

    Stephen Billett

  2. Institute of Educational Science, University of Paderborn, Paderborn, Germany

    Christian Harteis

  3. Institute of Educational Science, University of Regensburg, Regensburg, Germany

    Hans Gruber

Appendix: Transcription Conventions

Appendix: Transcription Conventions

CAP:

Accented segments

/:

Raising intonation

\:

Falling intonation

XX:

Uninterpretable segments

(hesitation):

Uncertain sequence of transcription

::

Lengthened syllable

.:

Pause lasting less than one second

..:

Pause lasting between one and two seconds

Underlined:

Overlapping talk

((comments)):

Comments regarding non-verbal behaviour

[#1]:

Reference to the numbered illustration in the transcript

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Filliettaz, L. (2014). Understanding Learning for Work: Contributions from Discourse and Interaction Analysis. In: Billett, S., Harteis, C., Gruber, H. (eds) International Handbook of Research in Professional and Practice-based Learning. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8902-8_9

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