Difference between revisions of "Nguyen2017a"
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|Tag(s)=EMCA; Workplace; Ethnomethodology; Role-play; Longitudinal Study; Interactional competence | |Tag(s)=EMCA; Workplace; Ethnomethodology; Role-play; Longitudinal Study; Interactional competence | ||
|Key=Nguyen2017a | |Key=Nguyen2017a | ||
| + | |Publisher=Palgrave Macmillan | ||
|Year=2017 | |Year=2017 | ||
| + | |Language=English | ||
| + | |Address=Cham | ||
|Booktitle=Interactional Competences in Institutional Settings: From School to the Workplace | |Booktitle=Interactional Competences in Institutional Settings: From School to the Workplace | ||
|Pages=197-225 | |Pages=197-225 | ||
| − | |URL=10.1007/978-3-319-46867-9_8 | + | |URL=https://link.springer.com/chapter/10.1007/978-3-319-46867-9_8 |
| + | |DOI=10.1007/978-3-319-46867-9_8 | ||
|Abstract=In this chapter, I approach the questions about competence, competence development and school-to-work transition from an ethnomethodological and conversation analytic perspective. The ethnomethodological conceptualization of social interaction as the public site where competencies are achieved enables an investigation of changes in competencies. I outline the methodological procedure for longitudinal conversation analysis of competence continuity and modification in school-to-work transition and discuss this approach’s advantages and challenges. I illustrate the analytical procedure and methodological issues with an empirical analysis of a pharmacy student learning to counsel patients in classroom role-plays and at actual pharmacies in the USA. | |Abstract=In this chapter, I approach the questions about competence, competence development and school-to-work transition from an ethnomethodological and conversation analytic perspective. The ethnomethodological conceptualization of social interaction as the public site where competencies are achieved enables an investigation of changes in competencies. I outline the methodological procedure for longitudinal conversation analysis of competence continuity and modification in school-to-work transition and discuss this approach’s advantages and challenges. I illustrate the analytical procedure and methodological issues with an empirical analysis of a pharmacy student learning to counsel patients in classroom role-plays and at actual pharmacies in the USA. | ||
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Latest revision as of 05:49, 13 September 2023
| Nguyen2017a | |
|---|---|
| BibType | INCOLLECTION |
| Key | Nguyen2017a |
| Author(s) | Hanh Thi Nguyen |
| Title | Toward a Conversation Analytic Framework for Tracking Interactional Competence Development from School to Work |
| Editor(s) | Simona Pekarek Doehler, Adrian Bangerter, Geneviève de Weck, Laurent Filliettaz, Esther González-Martínez, Cécile Petitjean |
| Tag(s) | EMCA, Workplace, Ethnomethodology, Role-play, Longitudinal Study, Interactional competence |
| Publisher | Palgrave Macmillan |
| Year | 2017 |
| Language | English |
| City | Cham |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 197-225 |
| URL | Link |
| DOI | 10.1007/978-3-319-46867-9_8 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Interactional Competences in Institutional Settings: From School to the Workplace |
| Chapter | |
Abstract
In this chapter, I approach the questions about competence, competence development and school-to-work transition from an ethnomethodological and conversation analytic perspective. The ethnomethodological conceptualization of social interaction as the public site where competencies are achieved enables an investigation of changes in competencies. I outline the methodological procedure for longitudinal conversation analysis of competence continuity and modification in school-to-work transition and discuss this approach’s advantages and challenges. I illustrate the analytical procedure and methodological issues with an empirical analysis of a pharmacy student learning to counsel patients in classroom role-plays and at actual pharmacies in the USA.
Notes
