Session Information
19 SES 14 B, Attention in Distinct Settings of Education and Learning: A Synopsis of Ethnographic Studies
Symposium
Contribution
The paper reports from a study concerning the ways in which participants of adult classrooms - facilitators and learners – deal with the selecitivity of their own attention and of the attention of their co-attendants. Existing concepts of attention in classrooms confine their focus of observation on the ways in which teachers are guiding the learners' attention (Prange 2005, Kounin 1970). However, learning in adult education is considered as being based on the principles of „Learning centeredness“ (Breloer u.a. 1980) and „self directed learning“ (Knowles 1975). Correspondingly, a model of attention-management in adult classroom has to integrate also the learners' self-direction and the learners' efforts of bringing teachers and other learners to take notice of something. Finally, it has to be taken into account, that also teachers have to perform complex tasks of self-direction. Video-based analysis of naturally occuring classroom interaction (vgl. Erickson 1992, Dinkelaker/Herrle 2009) allows to reconstruct the complex processes of managing selectivities of attention very precisely. Referring to a corpus of about 30 adult classrooms a broad variety of patterns of attention coordination has been observed. Teachers as well as learners rely on a great variety of strategies to contribute or subvert these attentional orders.
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