Nguyen2017a
| 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 | |
| Year | 2017 |
| Language | |
| City | |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 197-225 |
| URL | Link |
| DOI | |
| 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
