Difference between revisions of "Heinonen-etal2020"

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(Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Pilvi Heinonen; Ulla Karvonen; Liisa Tainio |Title=Hand-on-shoulder touch as a resource for constructing a pedagogically relevant partic...")
 
 
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|Journal=Linguistics & Education
 
|Journal=Linguistics & Education
 
|Volume=56
 
|Volume=56
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|Pages=eid: 100795
 
|URL=https://www.sciencedirect.com/science/article/pii/S0898589819303006
 
|URL=https://www.sciencedirect.com/science/article/pii/S0898589819303006
|DOI=https://doi.org/10.1016/j.linged.2020.100795
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|DOI=10.1016/j.linged.2020.100795
 
|Abstract=This article explores tactile practices in pedagogical settings by focusing on one specific pedagogical touch type, teacher-initiated hand-on-shoulder touch, which is examined particularly as a reactive practice for classroom management. Drawing on multimodal conversation analysis, the present study analyses variations in hand-on-shoulder touch as well as the relationship between these variations and the pedagogical functions of touch, specifically as they relate to the construction of a pedagogically relevant participation framework. The datasets consist of video recordings of naturally occurring classroom interaction in Finnish schools. From this, three types of hand-on-shoulder touch are described (serial, sustained, and extended) and their characteristics outlined (e.g., duration, force, body posture). Hand-on-shoulder touch is also discussed as a touch type with multifaceted pedagogical potential and variable use in coordinating and orchestrating students' attention and participation in classroom settings. This study thus contributes to both conversation analytical research on tactile practices and pedagogical research on classroom management.
 
|Abstract=This article explores tactile practices in pedagogical settings by focusing on one specific pedagogical touch type, teacher-initiated hand-on-shoulder touch, which is examined particularly as a reactive practice for classroom management. Drawing on multimodal conversation analysis, the present study analyses variations in hand-on-shoulder touch as well as the relationship between these variations and the pedagogical functions of touch, specifically as they relate to the construction of a pedagogically relevant participation framework. The datasets consist of video recordings of naturally occurring classroom interaction in Finnish schools. From this, three types of hand-on-shoulder touch are described (serial, sustained, and extended) and their characteristics outlined (e.g., duration, force, body posture). Hand-on-shoulder touch is also discussed as a touch type with multifaceted pedagogical potential and variable use in coordinating and orchestrating students' attention and participation in classroom settings. This study thus contributes to both conversation analytical research on tactile practices and pedagogical research on classroom management.
 
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Latest revision as of 02:10, 23 April 2020

Heinonen-etal2020
BibType ARTICLE
Key Heinonen-etal2020
Author(s) Pilvi Heinonen, Ulla Karvonen, Liisa Tainio
Title Hand-on-shoulder touch as a resource for constructing a pedagogically relevant participation framework
Editor(s)
Tag(s) EMCA, Tactility, Classroom interaction, Multimodality, Pedagogy, Finnish
Publisher
Year 2020
Language English
City
Month
Journal Linguistics & Education
Volume 56
Number
Pages eid: 100795
URL Link
DOI 10.1016/j.linged.2020.100795
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

This article explores tactile practices in pedagogical settings by focusing on one specific pedagogical touch type, teacher-initiated hand-on-shoulder touch, which is examined particularly as a reactive practice for classroom management. Drawing on multimodal conversation analysis, the present study analyses variations in hand-on-shoulder touch as well as the relationship between these variations and the pedagogical functions of touch, specifically as they relate to the construction of a pedagogically relevant participation framework. The datasets consist of video recordings of naturally occurring classroom interaction in Finnish schools. From this, three types of hand-on-shoulder touch are described (serial, sustained, and extended) and their characteristics outlined (e.g., duration, force, body posture). Hand-on-shoulder touch is also discussed as a touch type with multifaceted pedagogical potential and variable use in coordinating and orchestrating students' attention and participation in classroom settings. This study thus contributes to both conversation analytical research on tactile practices and pedagogical research on classroom management.

Notes