Markaki-Felliettaz2017
| Markaki-Felliettaz2017 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Markaki-Felliettaz2017 |
| Author(s) | Vassiliki Markaki, Laurent Filliettaz |
| Title | Shaping Participation in Vocational Training Interactions: The Case of Schisming |
| Editor(s) | Simona Pekarek Doehler, Adrian Bangerter, Geneviève de Weck, Laurent Filliettaz, Esther González-Martínez, Cécile Petitjean |
| Tag(s) | EMCA, Schisming, Multimodality, Mentoring, Participation |
| Publisher | |
| Year | 2017 |
| Language | |
| City | |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 89-116 |
| URL | Link |
| DOI | 10.1007/978-3-319-46867-9_4 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Interactional Competences in Institutional Settings: From School to the Workplace |
| Chapter | |
Abstract
This chapter focuses on one empirical field of the school-to-work transition: that of the vocational training of students learning to become early childhood educators. The chapter focuses on a series of cases in which mentors make the decision to intervene, and therefore to guide or shape children’s behavior, during a session moderated by the student. Such interventions do not interrupt the student’s activity and lead to the emergence of two distinct but not impermeable interactional spaces. This complex participation framework, known as “schisming,” contributes to overcome practical issues within multiparty settings. Our study shows how schisming constitutes a particular sequential phenomenon where participants reorganize the interaction and co-construct a social and cognitive interactional space, thus enabling a shared understanding of the specific training context.
Notes
