Negotiation of Roles in the Co-construction of Epistemological Framing in Clinical Interviews
Shaban, Yara W.
2017
- A qualifying paper submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Abstract: Researchers are interested in how students’ framings–their expectations of what is going on–influence how they participate in clinical interviews. We build on work that suggests interviewers’ cues can affect student framings to explore how students continuously ... read morenegotiate their roles in conversation with the interviewer. We use the construct of footing to understand how students project themselves into epistemic roles that affect how they talk, and think, about the interview topic. Additionally, we adapt positioning theory to examine how students’ framing of the interview, their projected roles as contributors of knowledge, and the content of their talk can be thought of as a unit of analysis to understand what is going on during clinical interviews. We present data from clinical interviews with two students, Sarah and Omar, about evaporation and condensation. Sarah’s interviews demonstrate sudden shifts in framing, whereas Omar’s interviews reveal subtle differences in framing. These shifts could not be fully understood in terms of interviewer cues. In both cases footing and positioning theory allowed us to better understand how such shifts emerged from interviewer-participant interactions. This paper contributes new methods for analyzing complex interview dynamics, and suggests situations for which such methods are necessary.read less
- ID:
- h415pn947
- Component ID:
- tufts:sd.0000700
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