Show simple item record

dc.contributor.authorHarris, Jess
dc.contributor.authorTheobald, Maryanne
dc.contributor.authorKeogh, Jayne
dc.date.accessioned2019-06-19T13:00:48Z
dc.date.available2019-06-19T13:00:48Z
dc.date.issued2019
dc.identifier.issn0378-2166
dc.identifier.doi10.1016/j.pragma.2018.04.002
dc.identifier.urihttp://hdl.handle.net/10072/374357
dc.description.abstractWhile always an interdisciplinary endeavour, rapid growth in the fields of Ethnomethodology (hereafter EM) and Conversation Analysis (hereafter CA) has led to the broader application of EM/CA methodologies and the engagement of researchers from beyond the more traditional fields of sociology and linguistics. EM/CA methodologies are being used to both understand the orderliness of social interaction and also to address specific institutional issues, in this instance in higher education settings. This paper explores the challenges inherent in using these approaches to researching institutional relationships, particularly when a primary aim of the research is to inform practitioners of practices used within institutional settings. We argue the need to draw on a variety of analytical tools to understand in situ practices alongside other lenses to translate these understandings of institutional practice to practitioners. Drawing on data from a study of audio-recorded conversations between supervisory and preservice teachers during the school-based professional experience component of initial teacher education, our analysis illustrates how the tools of conversation analysis and membership categorization analysis reveal the intricacies of how supervising and preservice teachers negotiate issues of asymmetry and position themselves through references to specific institutional documents. We then use the work of Dorothy Smith to support the translatability of descriptive findings to support interventions in the field. We use this example to demonstrate the affordances of using various analytic tools in complementary ways to overcome methodological challenges and provide new insights into institutional relationships and inform future practice.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.publisher.placeNetherlands
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto12
dc.relation.ispartofjournalJournal of Pragmatics
dc.subject.fieldofresearchTeacher Education and Professional Development of Educators
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchLinguistics
dc.subject.fieldofresearchPhilosophy
dc.subject.fieldofresearchcode130313
dc.subject.fieldofresearchcode1702
dc.subject.fieldofresearchcode2004
dc.subject.fieldofresearchcode2203
dc.titleCombining analytical tools to inform practice in school-based professional experience
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.description.versionAccepted Manuscript (AM)
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.rights.copyright© 2018 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorKeogh, Jayne E.


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record