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| 2. |
- Tanner, Marie, 1965-
(författare)
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Förenklad debatt om katederundervisning
- 2014
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Ingår i: Svenskläraren. - : Svensklärarföreningen. - 0346-2412. ; :3, s. 10-11
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 3. |
- Tanner, Marie, 1965-, et al.
(författare)
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How content becomes routine. : Teacher learning in desk interactions.
- 2013
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Konferensbidrag (refereegranskat)abstract
- In this paper we focus on classroom interaction between teacher and students in desk interactions, and on how attitudes towards knowing and learning are demonstrated in so called epistemic stances. The aim is to explore how the teacher’s epistemic stance changes through a series of desk interactions with different students and how this can be understood as learning in a situated activity. The analysis is grounded in empirical data consisting of video recordings where one teacher assists five different groups of students with the same question during a geography lesson. In the analysis we highlight how the teacher orients to the learning activity, and how his participation in this activity changes in the situationally unfolding contingency of interaction. In the studied example, the construal of a list with three examples becomes an interactional resource for the organization of both participation and content. Through changes in epistemic stance, a learning trajectory evolves as the teacher tries out a routine. These subsequent changes can be understood as professional learning in on-going teaching. In the studied classroom, the main feature of this learning can be described as routinization.
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| 4. |
- Tanner, Marie, 1965-, et al.
(författare)
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In between self-knowledge and school demands. : Policy enacted in the Swedish middle year classroom.
- 2012
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Konferensbidrag (refereegranskat)abstract
- In a recent series of articles Braun et al highlights the importance of studying the ways that policy is enacted by teachers in their everyday work attending the material and discursive contingencies that forms, frames and limits practical responses to policy (Braun, Ball, & Maguire, 2011) . Using these articles as point of departure we go one step further in empirically exploring how policy is interpreted and made in to being in the classroom interaction between teacher, students and artifactual texts being used.In the performative society that has developed in the new education economy (Lauder, Brown, Dillabough, & Halsey, 2006) it is not so much in the structures of the formal organization but in the constant flows of performativities that power is produced where, as Stephen Ball puts it (S. J. Ball, 2006), “[I]t is the database, the appraisal meeting, the annual reviews, report writing and promotion applications, inspections, peer reviews that are to the fore” (p. 693). Policy work in schools thus comes to be a much broader concept not only referring to policy as top-down steering from governmental decisions and organizational structures but as something that is achieved and made on all levels by the actors in the school system. Different kinds of texts and documents made on all levels and by various actors thereby become part of the regulatory techniques in the performative society. In a Swedish context one example is how new text genres and literacy practices are created (Andreasson & Asplund Carlsson, 2009) when schools have to find ways to organize and document increased demands of assessments and control over student outcomes through national standards and tests as well as written assessments and individual developmental plans for each student. These student centred texts has in various studies been seen as self-regulatory technologies from a governmentality perspective (Andreasson, 2007; Bartholdsson, 2007; Granath, 2008).This paper aims at showing how policy is enacted in the everyday classroom interaction and how the student’s identity and position in relation to ideals of “the good student” is negotiated and fabricated within new kinds of literacy practices in the classroom context. We focus the interaction in a Grade 5 classroom where students are asked to fill in a “self-evaluation form” as a preparation for a forthcoming discussion on progress between teacher, student and parents aiming at producing an individual developmental plan. Drawing on the theoretical concepts of fabrications and performativity (S. Ball, 2006; S. J. Ball, 2003) we see this practice as an enactment of policy where both teacher and students are seen as actors and subjects made into being in interaction with the self-evaluation form as a textual artifact. In doing this we also draw on critical views of literacy within the field of the new literacy studies (Barton, 2007; Brandt & Clinton, 2002; Gee, Hull, & Lankshear, 1996; Gee, 2008) where literacies are seen as social practices made in interaction in different domains in people’s lives, such as for example the school context.Method (200 words)The empirical data used comes from a larger video ethnographic study of literacy practices in the Middle years, which in Sweden means students that are 10 to 12 years old. In this analysis we focus a lesson during 30 minutes when the teacher first instructs the whole class and then moves to different students to help them fill out the form “self-evalutation”. Two video cameras have been used to document the interaction between teacher and students in the classroom from a classroom- and a teacher perspective, where we make a detailed micro-level analysis of a series of interactions with one of the students during the class. In the analysis we use conversation analysis (CA) as an analytic tool to make visible the joint interaction of the participants, teacher and students in an institutional setting (Have, 1999; Heritage, 1997; Sacks, Schegloff, & Jefferson, 1974; Schegloff, 1992; Schegloff, 1996) where participants use verbal talk and other semiotic resources to simultaneously both make use of and continuously shape material and contextual resources through their interactional work (Duranti & Goodwin, 1992; Goodwin, 2000) .Expected outcomes (200 words)The result of the analysis shows how the “self-evaluation” form that seemingly addresses the student’s self-knowledge to be made explicit in order for school to be able to give support meets interpretations of preferred answers to the different boxes in the form that results in a negotiation between different ways of construction the student’s social identity. This makes visible how the “self-evaluation” as a policy document not only can be seen as means for self-regulation from a governmentality perspective, but how the students identity rather can be seen as a fabrication where the teacher and student negotiate different conceptions of the ideal student in relation to the students self-knowledge and school demands both socially and in relation to curricular knowledge. It is an empirically grounded contribution that hopes to enrich and deepen the understanding about how policies are interpretated and made into being by the local actors in schools. It also highlights how students from early years in school are made participants in new literacy practices related to neoliberal changes in the societal work order at large, which also can be seen as a learning practice even though it is not made explicit in the curriculum.
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| 5. |
- Tanner, Marie, 1965-, et al.
(författare)
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In between self-knowledge and school demands : Policy enacted in the Swedish middle year classroom
- 2014
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Ingår i: Discourse. Studies in the Cultural Politics of Education. - : Informa UK Limited. - 0159-6306 .- 1469-3739. ; 35:4, s. 554-569-
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Tidskriftsartikel (refereegranskat)abstract
- In this article we focus on the interaction in a Year 5 classroom where students fill in a ‘self-evaluation form’ as a preparation for a forthcoming discussion on progress aiming at the production of an Individual Developmental Plan. Drawing on the theoretical concepts of fabrications and performativity (Ball, 2003; 2006), we understand this as an enactment of policy where both teacher and students become actors and subjects (Ball et al., 2012; Maguire et al. 2011). From using document analysis together with conversation analysis as a methodological approach, we show how the ‘self-evaluation’ in interaction becomes a successful exercise in fabrications as teacher and student negotiate conceptions of the ideal student in relation to self-knowledge and school demands. The article is an empirically grounded contribution to the understanding of how policies are interpreted and made into being by local actors in everyday practices, in this case teachers and students in schools.
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| 6. |
- Tanner, Marie, 1965-
(författare)
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Lärande i skrifthändelser : Om undervisning och bänkinteraktion i mellanstadiets skriftpraktiker.
- 2013
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Konferensbidrag (refereegranskat)abstract
- Det övergripande syftet med mitt pågående avhandlingsprojekt är att utifrån ett interaktionsperspektiv studera bänkinteraktioner mellan lärare och elever i skrifthändelser på mellanstadiet. Med utgångspunkt i det sociala perspektiv på skriftspråklighet som beskrivs inom fältet New Literacy Studies (Heath, 1982; Barton, 2007; Gee, 2008) studerar jag på vilket sätt lärare och elever i de studerade skrifthändelserna i sin interaktion orienterar sig mot situationen som en lärandeaktivitet med ett särskilt intresse för hur lärarens deltagande organiseras. Två mellanstadieklasser, år 4 och 5, från olika skolor har följts periodvis under ett läsår, där vardagliga skriftpraktiker i olika ämnen har dokumenterats genom videoinspelning och fältanteckningar. Studiens urval avgränsas till skrifthändelser vid s.k. bänkinteraktioner, dvs. tillfällen med individuellt bänkarbete då läraren rör sig mellan olika elever och främst intar en handledande roll. Metodologiskt använder jag mig av samtalsanalys, CA, för att studera hur lärande i interaktion (Melander & Sahlström, 2010) organiseras med användande av verbala och icke-verbala semiotiska resurser (Goodwin, 2000; 2013). Studiens resultat förväntas bidra till klassrumsforskningen med kunskap om bänkinteraktioner som organisationsform och på vilket sätt detta kan relateras till formandet av mellanstadiets skriftpraktiker.
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| 7. |
- Tanner, Marie, 1965-
(författare)
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Lärarens väg genom klassrummet : Lärande och skriftspråkande i bänkinteraktioner på mellanstadiet
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation takes an interest in learning and literacy in everyday interaction in the middle year classroom. It is based on a view of learning as emically construed in social interaction. Conversation Analysis (CA) and the concept of epistemic stance are used as a theoretical framing for describing in what way, and with what verbal and non-verbal resources, learning is achieved in desk interaction, i.e. when students work individually at their desks while the teacher moves around to support them. Almost without exceptions, these interactions involve the use of texts. Hence, they are viewed as situated literacy events that are part of the institutionally shaped literacy practices as described in the field of New Literacy Studies.The empirical data for this study comes from a video-ethnographic study in two middle year classrooms in grade four and five. Out of a total of 70 hours of video documentation, a selection of interrelated desk interactions was made. These were analyzed as learning trajectories and compared from two perspectives. Firstly, learning trajectories when a teacher repeatedly interacts with the same student about the same learning content were analyzed. Secondly, the changes in the teacher’s epistemic stance when interacting with different students about the same learning content in repeated desk interactions were studied.The analysis shows that the teacher’s trajectories through the classroom build infrastructures for learning, enabling differentiation between students within the constraints and possibilities of evolving routines. Learning in desk interaction mainly relies on the use of text references to index previously shared knowledge. Epistemic topicalizations and recurring semiotic fields are shown to be crucial resources for both maintaining and changing the epistemic stance of the participants towards the learning content constituted in interaction. A conclusion is that the shared experiences of teachers and students in collective literacy events serve as important resources for learning in individual desk interaction.
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| 8. |
- Tanner, Marie, 1965-
(författare)
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Redaktionellt
- 2010
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Ingår i: Kapet (elektronisk). - Karlstad : Karlstads Universitet. - 2002-3979. ; 1:1
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 9. |
- Tanner, Marie, 1965-, et al.
(författare)
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Same and different. : Epistemic topicalizations as resources for cohesion and change.
- 2014
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Konferensbidrag (refereegranskat)abstract
- In this presentation, we take an interest in how teaching and learning as social actions have to be actively accomplished in interactions between teachers and students in the institutional setting of the classroom. More precisely, we focus on the practices relied upon by teachers and students for coming to situated agreement of the level of student learning, and for adjusting teaching and instruction in individual deskwork to these changing understandings, both within teaching instances and in subsequent situations occurring over longer periods of time.Within CA, there is a growing interest in the ubiquitous role that issues related to knowledge have in the interactive organization of human sociality. This interest has brought new insights about the diverse ways in which epistemic stance is utilized as a resource in interaction (c.f. Stivers, Mondada, & Steensig, 2011; Heritage, 2012b; 2012a; Goodwin, 2013; Koole, 2012). The focus on epistemics is at the core of a growing body of research on learning that within a CA framing explores new ways of conceptualizing learning as changed participation in interaction (Martin, 2004; Melander, 2009; Lee, 2010; Sahlström, 2011; Seedhouse, Walsh, & Jenks, 2010). Drawing on these and other studies on learning from a participationist perspective (Lave & Wenger, 1991; Sfard, 1998), the paper takes a view on learning as a social action; as something people are literally doing, accomplished in part through changes in epistemic stance. The issue of cross-situational relevance has proved to be a challenge for CA studies. Here, we explore how participants orient to learning processes across situations, by relying on epistemic topicalizations as resources for the shaping of cohesive learning trajectories.The analyzed material consists of data from a larger classroom video-ethnography on learning in literacy practices during the middle years, i.e. students aged 10 to 12 year in two Swedish schools. Within this material, trajectories of learning in desk-interactions between teachers and students when students work individually while the teacher moves around in the classroom to supervise and support their work have been traced. We analyze how the verbal and non-verbal resources (Goodwin 2007; 2013) for epistemic topicalizations used by teachers and students come to construct the interaction as oriented to learning and change.In the analysis we contrast two different examples where teachers in two or more desk-interactions subsequently meet the same student in interactions about the same learning content in a school assignment. In the first case, we show how the teacher’s epistemic stance changes through and between the desk-interactions in relation to how the studentbecomes more and more certain of how to make use of a map in a geography assignment. The teacher and the student use epistemic topicalizations to explicate the changed epistemic status of the students, and to remind each other of previous experiences, which thus become available to them in the learning activity. By making the previous learning experiences available, the teacher does not have to be as thorough in her explanations in the second interaction compared to the first. This makes it possible to redefine the learning content with more complexity. In the second example, the student shows that despite the teacher’s previous support in a writing activity during a series of Swedish lessons, he still cannot fulfill an assignment. Also in this case, epistemic topicalizations are used to position the student’s epistemic status, and to remind each other of previous experiences. However, in this second instance, this results in more thorough explanations from the teacher using similar semiotic resources as before but with a higher degree of scaffolding, rather than the progressivity of the first instance.In conclusion, we show how epistemic topicalizations play an important role in the learning trajectories as means to maintain, in different ways, the “sameness” in a certain constituted content through several learning situations, while at the same time making it possible for the teacher and the student to continuously change and differentiate their epistemic stance to this content in relation to successive changes in the student’s epistemic status. Hence, epistemic topicalization is demonstrated to be a primary resource in establishing a shared understanding of the evolving epistemic status of the students, and consequently, as a primary resource for adapting and changing teaching and instruction. Epistemic topicalizations represent crucial resources both for the contingent organization of learning as social action within and beyond situated interactions, and for the situated construction of differentiation and mutual adaption of teaching and learning in relation to displayed needs and requests from various students. ReferencesGoodwin, C. (2007). Participation, stance and affect in the organization of activities. Discourse & Society, 18(1), 53-73. doi:10.1177/0957926507069457Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics, 46(1), 8-23. doi:10.1016/j.pragma.2012.09.003Heritage, J. (2012a). The epistemic engine: Sequence organization and territories of knowledge. Research on Language & Social Interaction, 45(1), 30-52. doi:10.1080/08351813.2012.646685Heritage, J. (2012b). Epistemics in action: Action formation and territories of knowledge. Research on Language & Social Interaction, 45(1), 1-29. doi:10.1080/08351813.2012.646684Koole, T. (2012). The epistemics of student problems: Explaining mathematics in a multi-lingual class. Journal of Pragmatics, 44(13), 1902-1916. doi:http://dx.doi.org/10.1016/j.pragma.2012.08.006Lave, J., & Wenger, E. (1991). Situated learning : Legitimate peripheral participation. Cambridge: Cambridge Univ. Press.Lee, Y. (2010). Learning in the contingency of talk-in-interaction. Text & Talk, 30(4), 403-422. doi:10.1515/TEXT.2010.020Martin, C. (2004). From other to self : Learning as interactional change. Uppsala: Acta Universitatis Upsaliensis : Universitetsbiblioteket [distributör].Melander, H. (2009). Trajectories of learning : Embodied interaction in change. Uppsala: Acta Universitatis Upsaliensis : Uppsala University Library [distributör].Sahlström, F. (2011). Learning as social action. In J. K. Hall, J. Hellermann & S. P. Doehler (Eds.), L2 interactional competence and development (). Bristol: Multilingual Matters.Seedhouse, P., Walsh, S., & Jenks, C. (2010). Conceptualising "learning" in applied linguistics. Houndmills, Basingstoke, Hampshire ; New York: Palgrave Macmillan.Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13. doi:10.3102/0013189X027002004Stivers, T., Mondada, L., & Steensig, J. (Eds.). (2011). The morality of knowledge in conversation. Cambridge: Cambridge University Press.
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| 10. |
- Tanner, Marie, 1965-
(författare)
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Ska jag skriva det. : Lärares och elevers interaktion vid bänkarbete
- 2012
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Konferensbidrag (refereegranskat)abstract
- Det övergripande syftet med mitt avhandlingsprojekt är att bidra med kunskap om lärares och elevers interaktion i skrifthändelser i vardagliga skriftpraktiker på mellanstadiet. Med utgångspunkt i fältet New Literacy Studies (Street, 1984; Barton, 2007; Gee, 2008) samt dialogiska och multimodala perspektiv på språk och kontext (Linell, 2009; Goodwin& Duranti, 1992; Prior& Hengst, 2010) studerar jag på vilket sätt mellanstadiets undervisning konstitueras i s.k. bänkinteraktioner, dvs. tillfällen då elever arbetar självständigt med olika skriftliga uppgifter och läraren främst intar en handledande roll. Metodologiskt använder jag mig av samtalsanalys, CA, (eng. conversation analysis) för att studera lärarens deltagande i dessa bänkinteraktioner och hur det kan förstås i relation till undervisning och lärande (Melander & Sahlström, 2010; Sahlström, 2011). Två mellanstadieklasser från olika skolor har följts periodvis under ett läsår, där vardagliga skriftpraktiker i ämnena svenska, geografi och textilslöjd har dokumenterats genom videoinspelning och fältanteckningar. En videokamera har följt lärarens arbete i klassrummet när denne rör sig mellan olika elevers bänkar, kompletterat med en fast kamera som dokumenterat helklassperspektivet. Från det rika videomaterialet görs ett urval av relaterade sekvenser i undervisningens förlopp då läraren bemöter olika elever kring en och samma arbetsuppgift, vilket möjliggör analys av hur lärarens deltagande i undervisningens interaktioner med eleverna förändras över tid med användande av olika semiotiska resurser såsom verbalt tal, gester, blickar och artefaktuella texter. Preliminära resultat synliggör hur både tidigare och projicerade skrifthändelser remedieras i de situerade bänkinteraktionerna och används som interaktionella resurser av deltagarna. Lärarens deltagande förändras successivt genom de olika bänkinteraktionerna, en förändring som inrymmer aspekter av både rutinisering och variation.
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