Collaborative actions in supervision meetings

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http://hdl.handle.net/10138/317978

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Nelson , M , Henricson , S , Savijärvi , M & Mäntynen , A 2019 , Collaborative actions in supervision meetings . in B Ljung Egeland , T Roberts , E Sandlund & P Sundqvist (eds) , Klassrumsforskning och språk(ande) - Classroom research and language/languaging : Rapport från ASLA-symposiet i Karlstad, 12–13 april, 2018 . ASLA:s skriftserie , no. 27 , Karlstads universitet , Karlstad , pp. 235-258 , ASLA 2018 , Karlstad , Sweden , 12/04/2018 . < http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1319360&dswid=8866 >

Title: Collaborative actions in supervision meetings
Author: Nelson, Marie; Henricson, Sofie; Savijärvi, Marjo; Mäntynen, Anne
Other contributor: Ljung Egeland, Birgitta
Roberts, Tim
Sandlund, Erica
Sundqvist, Pia
Contributor organization: Department of Education
Finnish Language
Doctoral Programme in Language Studies
Department of Finnish, Finno-Ugrian and Scandinavian Studies
Non-fiction Studies
Publisher: Karlstads universitet
Date: 2019-06-01
Language: eng
Number of pages: 23
Belongs to series: Klassrumsforskning och språk(ande) - Classroom research and language/languaging
Belongs to series: ASLA:s skriftserie
ISBN: 978-91-87884-27-6
ISSN: 1100-5629
URI: http://hdl.handle.net/10138/317978
Abstract: In this chapter, we study face-to-face meetings between students and supervisors, where the focus of the meeting is supervision of academic writing. The aim of the study is to examine how students and supervisors in Sweden and Finland collaborate in order to improve the students’ texts and to discuss academic writing. Using conversation analysis, we study videorecorded, naturally occurring interactions. Our analysis shows that supervisors and students perform a variety of collaborative actions, initiated by both students and supervisors, such as co-construction of turns, recycling of co-participants’ turns, telling of second stories, and joint production of text units. The findings of the study highlight that participation roles in the institutional interactions studied are complex and dynamic, and that the combination of both the students’ subject expertise and the supervisors’ academic expertise enable mutual understanding of the texts and topics under discussion.
Subject: 516 Educational sciences
6121 Languages
Peer reviewed: Yes
Usage restriction: openAccess
Self-archived version: publishedVersion


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