NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1000784
Record Type: Journal
Publication Date: 2013-Jan
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
Educational Design as Conversation: A Conversation Analytical Perspective on Teacher Dialogue
van Kruiningen, Jacqueline F.
Teaching and Teacher Education: An International Journal of Research and Studies, v29 p110-121 Jan 2013
The aim of this methodological paper is to expound on and demonstrate the value of conversation-analytical research in the area of (informal) teacher learning. The author discusses some methodological issues in current research on interaction in teacher learning and holds a plea for conversation-analytical research on interactional processes in teacher encounters. As an illustration, an analysis is presented of the way university lecturers manage intersubjective understanding in an inter-professional meeting. With a micro-analytical focus on the architecture of turns, turn taking and the sequential organization of the interaction, the analysis shows how intersubjectivity is reached interactionally by the participants. (Contains 3 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A