Ekstroem2013

Ekstroem2013
BibType	ARTICLE
Key	Ekstroem2013
Author(s)	Anna Ekström
Title	Epistemic positioning and frameworks for participation: Learning to assess objects of craft in teacher education
Editor(s)
Tag(s)	EMCA, Peer assessment, Teacher education, Participation framework, Epistemic positioning, Interaction
Publisher
Year	2013
Language	English
City
Month
Journal	Learning, Culture and Social Interaction
Volume	2
Number
Pages	277-292
URL
DOI	http://dx.doi.org/10.1016/j.lcsi.2013.10.002
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

This study investigates peer assessment in teacher education with a focus on the interactive organisation of such activities. As part of teacher education, peer assessment is not only used in teaching and learning of subjectmatter, but can also serve as a learning exercisewhere assessment competences are taught and attended to. In peer assessment, students engage in educational activities under conditions that differ from other classroom interaction: while participating in the activities as students, they are at the same time involved in teaching and assessing their peers — activities commonly associated with teachers. Studying this kind of educational activity places a focus on participation and interactional positions: to what extent are students able to participate in this kind of activity as teachers and in what ways do they orient towards their positions as students? The analyses show a multi-dimensional interactive organisation with both dynamic and static components. Interactional arrangements with shifting participation frameworks and changing interactive positions are at work simultaneously as a more stable organisational pattern related to educational interaction.

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