Difference between revisions of "Markaki2016"

From emcawiki
Jump to: navigation, search
(BibTeX auto import 2018-09-26 04:14:22)
 
m
Line 1: Line 1:
 
{{BibEntry
 
{{BibEntry
|Key=Markaki2016
+
|BibType=ARTICLE
|Key=Markaki2016
+
|Author(s)=Vassiliki Markaki; Vanessa Rémery;
 
|Title=Documenter l'activité tutorale en situation de travail : pour une approche du « travail en actes »
 
|Title=Documenter l'activité tutorale en situation de travail : pour une approche du « travail en actes »
|Author(s)=Vassiliki Markaki; Vanessa Rémery;
 
 
|Tag(s)=early childhood; interaction; multimodality; participation; tutoring activity
 
|Tag(s)=early childhood; interaction; multimodality; participation; tutoring activity
|BibType=ARTICLE
+
|Key=Markaki2016
 
|Year=2016
 
|Year=2016
 +
|Language=French
 
|Journal=Sociologie et sociétés
 
|Journal=Sociologie et sociétés
 
|Volume=48
 
|Volume=48

Revision as of 16:16, 26 September 2018

Markaki2016
BibType ARTICLE
Key Markaki2016
Author(s) Vassiliki Markaki, Vanessa Rémery
Title Documenter l'activité tutorale en situation de travail : pour une approche du « travail en actes »
Editor(s)
Tag(s) early childhood, interaction, multimodality, participation, tutoring activity
Publisher
Year 2016
Language French
City
Month
Journal Sociologie et sociétés
Volume 48
Number 1
Pages 143
URL Link
DOI 10.7202/1036887ar
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

Abstract

This paper sketches the outlines of an interactional perspective on the professional practices of early childhood educators. These practices are indexical to specific contexts and actions and they mobilise a variety of multimodal resources including gazes, gestures, body arrangements within space and so on. Drawing on a corpus of audiovisual recordings, we explore the principles of an ethnomethodological conversation analysis approach to describe interactional modalities of workplace tutoring. Detailed descriptions of tutor/ apprentice/ toddlers participation practices within interaction provide us access to the ways in which educators, assuming tutor's responsability, share knowledge and develop professional skills at work.

Notes