Creating space for students' concerns: Embodied feedback practices in hairdressing education

Öhman, Anna; Tanner, Marie

doi:10.1016/j.lcsi.2017.04.005

Cited by 12 publications

(9 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Fossey [ 38 ] point out that effective feedback practices make the tacit dimensions of students' knowledge explicit, guiding them through problem-solving phases and fostering creativity. Öhman and Tanner [ 39 ]supports this view, emphasizing that feedback is a guiding tool that helps students navigate their learning journey.…”

Section: The Teaching Process Of the Project-based Learning Modelmentioning

confidence: 99%

Enhancing creative cognition through project-based learning: An in-depth scholarly exploration

2024

Heliyon

View full text Add to dashboard Cite

Section: The Teaching Process Of the Project-based Learning Modelmentioning

confidence: 99%

Enhancing creative cognition through project-based learning: An in-depth scholarly exploration

2024

Heliyon

View full text Add to dashboard Cite

“…Furthermore, according to phenomenological understanding, learning has been conceptualized as a fundamentally embodied process-as an "incorporation process" (Merleau-Ponty, 2011/1962; see, e.g., Stolz, 2015). Along these lines, studies applying multimodal conversation analysis have focused on embodied demonstrations in learning as well as identification of learnables in, for example, language learning situations, certain settings in vocational education, and in learning physical skills in classes, such as martial arts or dance (Keevallik, 2013;Majlesi, 2014;Öhman & Tanner, 2017;Råman, 2019). In addition, the relevance of embodiment in both preschool and elementary school has been shown clearly in many studies.…”

Section: Embodiment and Multimodal Conversation Analysismentioning

confidence: 99%

Intercorporeal Construction of We-Ness in Classroom Interaction

Heinonen

Tainio

2022

Hum Stud

View full text Add to dashboard Cite

Drawing on multimodal conversation analysis as a method, this article explores the role of embodiment and tactility in negotiating peer relations in classroom interaction. We aim at discussing how social relations between peers are locally constructed and negotiated through embodied, tactile-haptic, and spatial practices during classroom activities. The focus of the empirical analysis is on how students sequentially co-construct specific peer-to-peer touch type—sustained leaning touch—as well as how embodied two-student formations, synchronization of bodily movements and negotiation of personal space serves as displaying social bonding and balancing between students’ dual role orientation. Our findings suggest that intercorporeal construction of we-ness—including exclusive and inclusive practices in relation to peer groups—is based on students’ embodied orientations during leaning touch as well as re-organized embodied choreographies, participation frameworks and spatial arrangements. Our empirical analysis on tactility, embodied consciousness and incorporeal compresence has its basis in a phenomenologically rooted understanding of intercorporeality, and therefore our article aims at building bridges between phenomenological understanding and conceptualization and detailed empirical analysis of clearly observable interactional phenomena.

show abstract

“…However, few studies focus on how the learning processes in vocational education are set into play when teachers and students interact in relation to learning a specific vocational learning content (Asplund & Kilbrink, 2020;Kilbrink et al, 2021;Schaap et al, 2012). Many studies that examine vocational education and its practice tend to focus on general pedagogical issues such as how meaning is negotiated between teachers and students and what communicative strategies teachers and students use when interacting with each other in teaching situations (Khaled et al, 2016;Schaap et al, 2017;Öhman, 2018;Öhman & Tanner, 2017). Chan (2017), for example, focuses on the role of imitation in learning occupational skills through the mutual relationships between learners and "model", and de Saint-Georges and Filliettaz (2008), when examining the interactions in which apprentices engage, show how individual learning in vocational education is also a collective process in that it takes place in interaction with others.…”

Section: Research On Longitudinal Aspects In Vetmentioning

confidence: 99%

Visualising the Intended Practical Doing: Future-Oriented Movements in Swedish Vocational School Workshop Settings

Asplund

Kilbrink

Asghari

2021

IJRVET

View full text Add to dashboard Cite

Context: This article focus on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade.Methods: The data consists of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction.Findings: Findings shows how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now.Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.

show abstract

Creating space for students' concerns: Embodied feedback practices in hairdressing education

Cited by 12 publications

References 25 publications

Enhancing creative cognition through project-based learning: An in-depth scholarly exploration

Enhancing creative cognition through project-based learning: An in-depth scholarly exploration

Intercorporeal Construction of We-Ness in Classroom Interaction

Visualising the Intended Practical Doing: Future-Oriented Movements in Swedish Vocational School Workshop Settings

Contact Info

Product

Resources

About