From other to self. Learning as interactional change
(English)In: Discourse processes, ISSN 0163-853X, E-ISSN 1532-6950Article in journal (Refereed) Submitted
The aim of this article is to address how learning is constituted, how learning can be studied as a phenomenon in interaction, and to discuss how teaching and learning are related. Theoretically, the article argues for, and discusses constraints and affordances for, relating socio-cultural understandings of learning as changing participiation to conversation analysis understandings of participation. The data material consists of longitudinal video recordings made in authentic physiotherapist-patient encounters. The progressional change in the formation of movement behaviour is captured through detailed analysis of the everyday practices of physiotherapists and patients. The results of the study show that a change in participation can be made visible over time through capturing changes in the repair organization participants use to resolve troubles with understanding. In sum, there is a successive change for the patient from other- to self-initiated repair, and from other- to self-correction. Over time, the repair sequences are accomplished with substantially smaller participation resources.
IdentifiersURN: urn:nbn:se:uu:diva-10063OAI: oai:DiVA.org:uu-10063DiVA: diva2:37792