Adopting a sociopragmatic and interactional perspective, the paper proposes to investigate how apprentices engage in questioning practices and how trainers respond to these questions. A detailed empirical analysis of audio/video data collected in the context of Swiss training companies establishes that answers provided by trainers in response to questions do not constitute the dominant form of questioning work observed. Alternative interactional patterns that stress the tensions connected with questioning in the workplace context and the complexity of the social practices associated with workplace learning are identified and described. These findings illuminate the challenges faced by apprentices when joining the workplace and underscore the importance of a sociopragmatic perspective in addressing social issues related to initial vocational education.
CUNHA, Gustavo Ximenes & Maria Beatriz Nascimento DECAT
2021. POR UMA CARACTERIZAÇÃO DOS CONSTITUINTES TEXTUAIS DESGARRADOS COMO COMENTÁRIOS PARENTÉTICOS À LUZ DE UMA PERSPECTIVA MODULAR DA ORGANIZAÇÃO DO DISCURSO. Alfa: Revista de Linguística (São José do Rio Preto) 65
Filliettaz, Laurent
2011. Collective guidance at work: a resource for apprentices?. Journal of Vocational Education & Training 63:3 ► pp. 485 ff.
Filliettaz, Laurent
2014. Learning Through Interactional Participatory Configurations: Contributions from Video Analysis. In Discourses on Professional Learning [Professional and Practice-based Learning, 9], ► pp. 317 ff.
Filliettaz, Laurent
2014. Understanding Learning for Work: Contributions from Discourse and Interaction Analysis. In International Handbook of Research in Professional and Practice-based Learning [Springer International Handbooks of Education, ], ► pp. 225 ff.
2015. Learning Through Verbal Interactions in the Workplace: The Role and Place of Guidance in Vocational Education and Training. In Francophone Perspectives of Learning Through Work [Professional and Practice-based Learning, 12], ► pp. 279 ff.
Filliettaz, Laurent & Patricia Lambert
2019. La formation professionnelle, un point aveugle de la linguistique sociale ?. Langage et société N° 168:3 ► pp. 15 ff.
Horlacher, Anne-Sylvie
2019. « Vous pouvez rincer . » Les moments pédagogiques entre formateurs et apprentis dans les salons de coiffure. Langage et société N° 168:3 ► pp. 93 ff.
Markaki, Vassiliki & Laurent Filliettaz
2017. Shaping Participation in Vocational Training Interactions: The Case of Schisming. In Interactional Competences in Institutional Settings, ► pp. 89 ff.
2021. Former à « prendre sa place » dans une équipe du travail social : une dimension collective des pratiques de tutorat. Éducation et socialisation :62
van der Rijt, Janine, Piet Van den Bossche, Margje W. J. van de Wiel, Sven De Maeyer, Wim H. Gijselaers & Mien S. R. Segers
2013. Asking for Help: A Relational Perspective on Help Seeking in the Workplace. Vocations and Learning 6:2 ► pp. 259 ff.
Öhman, Anna
2018. Twist and Shape: Feedback Practices within Creative Subject Content of Hairdressing Education. Vocations and Learning 11:3 ► pp. 425 ff.
Öhman, Anna & Marie Tanner
2017. Creating space for students' concerns: Embodied feedback practices in hairdressing education. Learning, Culture and Social Interaction 14 ► pp. 79 ff.
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