Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Twist and shape: Feedback practices within creative subject content of hairdressing education
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.ORCID iD: 0000-0003-0060-3285
2018 (English)In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this study is to explore feedback practices and how such actions of assessment emerge from embodied participation in classroom interactions between teachers and students. Using video recordings of teacher and student interactions in hairdressing education, I look at how feedback practices within creative subject content are produced between the participants as social actions situated in interaction, using conversation analysis. Feedback is contingent upon an embodied moment-to-moment monitoring and collaboration between the teacher and student, and is organized as a trajectory from problem detection through exploration until a final solution is found. Feedback within creative subject content is displayed as a multifarious exploration of embodied as well as materially situated professional knowledge. Overall, the findings show how feedback is mutually produced in a process, making tacit dimensions of hairdressers’ knowing explicit. This allows for improving the quality of the work over time in a trajectory of problem solving phases gradually displaying how to assess creative subject content of the material product worked on.

Place, publisher, year, edition, pages
Springer, 2018.
Keywords [en]
Feedback, Assessment, Creative subject content, Vocational education, Participation, Conversation analysis
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-62807DOI: 10.1007/s12186-017-9196-5OAI: oai:DiVA.org:kau-62807DiVA, id: diva2:1136070
Available from: 2017-08-25 Created: 2017-08-25 Last updated: 2018-01-09Bibliographically approved
In thesis
1. Återkoppling i interaktion: En studie av klassrumsbaserad bedömning i frisörutbildningen
Open this publication in new window or tab >>Återkoppling i interaktion: En studie av klassrumsbaserad bedömning i frisörutbildningen
2017 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Feedback in interaction : A study of classroom assessment in hairdressing education
Abstract [en]

The present dissertation concerns social organization of feedback in ongoing hairdressing education. The central aim is to explore feedback between teacher and student in multimodal interaction within classroom assessment, as co-production of action and student’s participation. Classroom assessment and feedback are understood as social actions situated in interaction.

The empirical data consists of video recordings from two vocational schools. From 31 hours of video material, selections of feedback interactions were made. At first, teacher and student communication in feedback cycles and loops was analysed from a social semiotic perspective. Secondly, examples of student initiated feedback loops were analysed from a conversation analytic perspective. Thirdly, a single case of a teacher and a student interacting through feedback related to creative subject content was analysed from a conversation analytic perspective. 

The analyses show the importance of collaborative use of artefacts and embodied communication in the production of mutual understanding; opening for student initiatives in actions of assessment as well as feedback. Silence and body position were found to be important resources giving the student space to display concern. Participation in feedback practices within creative subject content emerged in a trajectory of problem detection to problem solving, resulting in tacit dimensions of hairdressers’ knowing made explicit.

The findings indicate the importance of taking a participatory perspective on multimodal interaction when exploring actions of assessment and feedback between teacher and student. This study shows how feedback is not only given from the teacher, but also locally produced as a collaborative practice between teachers and students, displaying tacit dimensions of professional knowledge and subject content.

Abstract [sv]

Den här sammanläggningsavhandlingen handlar om återkoppling mellan lärare och elever i frisörutbildning. Med hjälp av videoinspelningar under pågående undervisning utforskas klassrumsbaserad bedömning och återkopplingspraktiker. Eleverna är dels nybörjare som arbetar på övningsdockor, dels elever i slutet av sin utbildning som tar emot kunder i sitt klassrum. Videoanalyserna ger möjlighet att få syn på multimodala aspekter av interaktionen och resultatet visar tydligt hur både kropp och material är viktiga resurser i deltagarnas samspel.

Avhandlingen visar genomgående hur bedömning och återkoppling utgår både från lärares professionella yrkeskunnande och från elevernas egna initiativ på specifika områden där något problem behöver redas ut i relation till deras pågående arbeten. Studiernas detaljerade analyser av deltagarnas multimodala interaktion synliggör hur bedömning och återkoppling kan förstås som sociala handlingar där tal, kropp och artefakter samordnas för att skapa gemensam förståelse och mening.

Avhandlingens bidrag riktar sig mot yrkesutbildning men även andra former för utbildning, eftersom bedömning och återkoppling praktiseras i varje klassrum och utbildningskontext. Avhandlingens delstudier ökar kunskapen om hur återkoppling kan förstås som sociala handlingar där varje deltagare bidrar i skapandet av ömsesidig respons. Att förstå interaktion som multimodal, synliggör hur återkoppling i pågående undervisning möjliggörs genom deltagande och samspel mellan lärare och elever.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2017. p. 120
Series
Karlstad University Studies, ISSN 1403-8099 ; 2017:34
Keywords
classroom assessment, feedback, vocational education, multimodal interaction, social semiotics, conversation analysis
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-62804 (URN)978-91-7063-810-7 (ISBN)978-91-7063-906-7 (ISBN)
Public defence
2017-10-13, Nyqvistsalen, 9c203, Karlstads Universitet, Karlstad, 13:00 (Swedish)
Opponent
Supervisors
Note

Artikel 3 publicerad som manuskript i avhandlingen.

Available from: 2017-09-25 Created: 2017-08-25 Last updated: 2018-01-17Bibliographically approved

Open Access in DiVA

fulltext(14283 kB)19 downloads
File information
File name FULLTEXT01.pdfFile size 14283 kBChecksum SHA-512
69aef88d7fe39fab20c4951f2622ee5e31dd54331b22d8f02a8ba3a66c7763cf0dc4ede01d3a6fe1de3a81becc3976318a01c45dd29aa8702813327ad3532dd4
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Search in DiVA

By author/editor
Öhman, Anna
By organisation
Department of Educational Studies
In the same journal
Vocations and Learning
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 19 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 104 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf