Abstract
This article focuses on the relationship between trainers and apprentices within Swiss training centers and aims to highlight how interactional processes can lead to a legitimate, recognized and valued social position for learners within learning communities of practice. We consider this “successful” dimension an important component of learning processes and construction of learning trajectories. If social interactions contribute to knowledge, skill and identity construction, learning through collective practices and interactions is seldom settled linearly and harmoniously. Collective learning configurations involve heterogeneous and unequal forms of mutual participation and relationships amongst participants. By adopting an interactional and multimodal perspective on training practices our contribution captures the conditions of “successful” and “unsuccessful” transitions in vocational training programs. From recently collected audio-video data in a training center involving first year apprentices in industrial trades, two contrasting case studies are examined. The first one leads to valued forms of participation, the other one marginalizes the role of the apprentice within the community of practice.
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Notes
- 1.
This research program has been sponsored by the Swiss National Science Foundation (SNF) under references PP001-106603 and PP00P1-124650. It has benefited from the contributions of Prof. Ingrid de Saint-Georges, Dr. Barbara Duc and Dr. Stefano Losa.
- 2.
The following transcripts are translated from French. Transcription conventions are listed in the Appendix.
- 3.
This is a program, offered by the department of public instruction of Geneva, that aimed to prepare young people to enter VET system.
- 4.
The trainer refers to the instructions that he gave to the group of apprentices and that have been retold to ROD by KEV.
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Appendix: Transcription Conventions
Appendix: Transcription Conventions
or .. | pause |
5s | longer pause |
a: | vowel lengthening |
- | interrupted segment |
/ | rising tone |
\ | falling tone |
CAPitals | accentuated segment |
((action, movement or gesture)) | non-verbal behavior |
(uncertain) | segments whose transcription is uncertain |
MON > ROD | selection of addressed recipient |
XX | unintelligible segment |
?? | unidentifiable speaker |
underlined segment | overlapping |
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Losa, S.A., Duc, B., Filliettaz, L. (2014). Success, Well-Being and Social Recognition: An Interactional Perspective on Vocational Training Practices. In: Keller, A., Samuel, R., Bergman, M., Semmer, N. (eds) Psychological, Educational, and Sociological Perspectives on Success and Well-Being in Career Development. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8911-0_5
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