Session Information
19 SES 05 B, Parallel Paper Session 5B
Paper Session
Contribution
In this paper we zoom-in to the context of counselling that is seen as an educational co-operative encounter (Vehviläinen 1999). Finnish forest advisory meetings (FAM) involving a professional (forestry advisor, FA) and laymen (family forest owners, FFO) provide the authentic setting for the study. Most of the FFOs participate in such an encounter a few times during their ownership. The encounter aims at empowerment; knowledge and initiative increase of FFOs. The service is marketed as an opportunity for learning, and it takes place after the completion of a 10-years' forest plan consisting of various professional-led suggestions. As such FAM equals to an instructional and institutional positioning embedded with pedagogical goals although not explicitly defined or inquired. The customer's (FFO) personal enthusiasm and motivation are left to elaborate face-to-face, where the primary focus of the FA is in the contents of the document. Official expectations of the co-operative gains of the encounters are high. In this study we assess the alleged emerging elements of collaboration and shared learning by setting the following research questions:
1) What kind of operational models of collaboration occur in counselling encounters?
2) How can such instructional encounters be enhanced?
We approach these questions from the perspective of theory of social learning that underlines social participation necessary for learning, and defines it as a "becoming process" (Wenger 2009, Hodkinson et. al 2008). Knowing does not mediate as an abstract object, but it is defined in relation to other people, to artefacts and modalities of an asymmetric encounter. Additionally, knowing and experience is visualised in talk, through which it is shared and re-built.
Method
Expected Outcomes
References
Arminen, I. (2005) Institutional interaction. Studies of Talk at Work. Aldershot: Ashgate Publishing. Barron, B. (2000) Achieving co-ordination in collaborative problem-solving groups. The Journal of the Learning Sciences 9(4), 403-436. Hodkinson, P., Biesta, G. & James, D. (2008) Understanding learning culturally: Overcoming the dualism between social and individual views of learning. Vocations and Learning 1(1), 27-47. [DOI: 10.1007/s12186-007-9001-y] ten Have, P. (2006) Ethnomethodology. In C. Seale, C., Gobo G., Gubrium J. F. & Silverman, D. (eds.) Qualitative research practice. London: Sage, 139–152. Sacks, H., Schegloff, E. A. & Jefferson, G. 1974. A simplest systematics for the organization of turn-taking for conversation. Language 50 (4), 696–735. Vehviläinen, S. 1999. Structures of counselling interaction. A conversation analytic study of counselling encounters in career guidance training. University of Helsinki, Department of Education. Helsinki. Wenger, E. (2009) A social theory of learning. In Illeris, Knud (ed.) Contemporary theories of learning. Learning theorists in their own words. London: Routledge, 209-219. Zemel, A. & Koschmann, T. (2009) Pursuing a question: Reinitiating IRE sequences as a method of instruction. Journal of Pragmatics 43 (2011) 475–488.
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