The workings of multiple principles in student-teacher interactions:Orientations to both mundane interaction and pedagogical context

In classroom interaction, participants are not only oriented to interactional principles for mundane talk, but also to pedagogical principles. In this paper, the interplay between these principles is revealed by means of a conversation analytic study into student-initiated student-teacher interactions during desk work in Dutch secondary schools. It is investigated from a participants’ perspective how teachers depart from the mundane interactional constraints imposed by students’ requests for assistance. The analysis shows that there are several ways teachers depart from these constraints and that teacher and students do not necessarily show an orientation to this departure as being problematic. Rather, the departure can be related to considerations concerning the pedagogical nature of these interactions. By studying the interactional departures from mundane principles, more insight is provided in the organization of classroom interactions that are started by students’ requests for assistance

The workings of multiple principles in student-teacher interactions : Orientations to both mundane interaction and pedagogical context

In classroom interaction, participants are not only oriented to interactional principles for mundane talk, but also to pedagogical principles. In this paper, the interplay between these principles is revealed by means of a conversation analytic study into student-initiated student-teacher interactions during desk work in Dutch secondary schools. It is investigated from a participants’ perspective how teachers depart from the mundane interactional constraints imposed by students’ requests for assistance. The analysis shows that there are several ways teachers depart from these constraints and that teacher and students do not necessarily show an orientation to this departure as being problematic. Rather, the departure can be related to considerations concerning the pedagogical nature of these interactions. By studying the interactional departures from mundane principles, more insight is provided in the organization of classroom interactions that are started by students’ requests for assistance

Uncertainty in complex healthcare settings – The need for a comprehensive approach

Uncertainty is increasingly recognized as a crucial phenomenon throughout medical practice. Research on uncertainty so far has been scattered across disciplines, leading to a lack of consensus about what uncertainty represents and minimal integration of knowledge obtained within isolated disciplines. Currently, a comprehensive view of uncertainty which does justice to normatively or interactionally challenging healthcare settings is lacking. This impedes research teasing apart when and how uncertainty manifests, how all stakeholders experience and value it, and how it affects medical communication and decision-making. In this paper, we argue that we need a more integrated understanding of uncertainty. We illustrate our argument using the context of adolescent transgender care, in which uncertainty occurs in myriad ways. We first sketch how theories of uncertainty have emerged from isolated disciplines, leading to a lack of conceptual integration. Subsequently, we emphasize why it is problematic that no comprehensive approach to uncertainty has yet been developed, using examples from adolescent transgender care. Finally, we advocate an integrated approach of uncertainty to further advance empirical research and to ultimately benefit clinical practice