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Using CAVTA (Conversation Analysis and Variation Theory Approach) in a Learning Study on Welding
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research.ORCID iD: 0000-0003-3440-8074
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).ORCID iD: 0000-0002-2231-6386
2019 (English)In: Proceedings PATT37: Developing a knowledge economy through technology and engineering education / [ed] S. Pulé & M. de Vries, Msida: University of Malta , 2019, p. 269-276Conference paper, Published paper (Refereed)
Abstract [en]

This study is conducted as a collaborative study between two researchers and one vocationalteacher in the Industrial Programme at the upper secondary vocational education in Sweden.The study is conducted in iterative cycles and focuses on actual teaching of a technicalvocational object of learning (to make a TIG-weld) in school. The research project is fundedby the Swedish Institute for Educational Research. The study is based on two theoreticalframeworks; the variation theory (Marton & Tsui, 2004) and conversation analysis (Sidnell, &Stivers, 2013). These theories have been used for planning the teaching as well as foranalysing data from the iterative cycles. Combining these two frameworks is a fairly newapproach, but it has previously been done in a few studies (cf. Asplund & Kilbrink, 2018).However, there are no previous action research studies that we know about where thesetheories are combined in the planning of and teaching a specific object of learning. We usethe abbreviation CAVTA (Conversation Analysis and Variation Theory Approach) for thecombination of these theories as a tool in practice-based school research. Inspired by thelearning study method, this study is conducted in three iterative cycles. However, this study isbased on CAVTA as the theoretical framework, in contrast to previous learning studies. Dataconsists of video recorded lessons and audio recorded conversations between theresearchers and the teacher to follow the process of working with this collaborative method inrelation to a technical vocational object of learning. The results from this study show how theteaching content in relation to the object of learning is made visible in the interaction.Furthermore, the critical aspects are displayed more explicitly in teaching over time, based onanalysing, planning and evaluating teaching with a starting point in CAVTA.

Place, publisher, year, edition, pages
Msida: University of Malta , 2019. p. 269-276
Keywords [en]
CAVTA, Conversation Analysis, Variation Theory, Learning Study, Technical Vocational Education
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-74410OAI: oai:DiVA.org:kau-74410DiVA, id: diva2:1343691
Conference
PATT37, 3-6 june 2019, University of Malta, Msida, Malta
Projects
Konsten att lära sig svetsa
Funder
Swedish Institute for Educational Research, 2017-00056Available from: 2019-08-19 Created: 2019-08-19 Last updated: 2019-09-02Bibliographically approved

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Kilbrink, NinaAsplund, Stig-Börje

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1213141516171815 of 21
CiteExportLink to record
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Citation style
  • apa
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