Refine
Document Type
- Article (3) (remove)
Has Fulltext
- yes (3) (remove)
Keywords
- Studie (3) (remove)
Publicationstate
Reviewstate
- Peer-Review (2)
- (Verlag)-Lektorat (1)
Publisher
Drawing upon the transformative power of questions, the paper investigates questioning sequences from authentic coaching data to examine the systematic use of a particular succession of formulation and question and its impact on inviting self-reflection processes in the client and eliciting change. The object of investigation in this paper are therefore questioning sequences in which a coach asks a question immediately after a rephrasing or relocating action, prompting the client to respond in an explicit or implicit way. The coach hereby shifts the focus to a hypothetical scenario, prompting the client to change her perspective on the matter and reflect on her own statements, ideas and attitudes from an outside perspective. The paper aims to contribute to closing the research gap of the change potential of reflection-stimulating action techniques used by coaches, by investigating one of many ways of how questions can be powerful tools to invite a change of perspective for the client. The study focuses on one coaching process consisting of three sessions between a female coach and a female client, utilizing a single case study approach. The data collection was part of the interdisciplinary project “Questioning Sequences in Coaching”, comprising 14 authentic coaching processes. The analysis follows Peräkylä’s Transformative Sequences model, examining the first position including the formulation and the subsequent question, the client’s response, and the coach’s reaction to the response. On a practical level, the main purpose of this paper is not to contribute to the many ways practical literature recommends coaches how to do their work and how to ask questions, but rather to show in what ways the elicitation of self-reflection processes in clients has been achieved by other coaches in authentic coaching sessions.
In workplace settings, skilled participants cooperate on the basis of shared routines in smooth and often implicit ways. Our study shows how interactional histories provide the basis for routine coordination. We draw on theater rehearsals as a perspicuous setting for tracking interactional histories. In theater rehearsals, the process of building performing routines is in focus. Our study builds on collections of consecutive performances of the same instructional task coming from a corpus of video-recordings of 30 h of theater rehearsals of professional actors in German. Over time, instructions and their implementations are routinely coordinated by virtue of accumulated shared interactional experience: Instructions become shorter, the timing of responses becomes increasingly compacted and long negotiations are reduced to a two-part sequence of instruction and implementation. Overall, a routine of how to perform the scene emerges. Over interactional histories, patterns of projection of next actions emanating from instructions become reliable and can be used by respondents as sources for anticipating and performing relevant next actions. The study contributes to our understanding of how shared knowledge and routines accumulate over shared interactional experiences in publicly performed and reciprocally perceived ways and how this impinges on the efficiency of joint action.
Lingvistiskās ainavas metode – netradicionāls ceļš multilingvisma jautājumu izpētē un mācīšanā
(2008)
Šī raksta mērķis ir iepazīstināt ar lingvistiskās ainavas metodi un izskaidrot tās priekšrocības ne tikai valodnieku pētījumos, bet arī tās ieviešanā mācību procesā skolās un augstskolās. Pēc šī nelielā ievada vēlamies jums parādīt ne tikai metodes ieviešanas gaitu, bet arī pašreizējo attīstības stadiju. Mēs iepazīstināsim arī ar 2008. gada sākumā izstrādāto projektu ,,Latvijas lingvistiskā ainava Baltijas valstu kontekstā”, kuru arī šobrīd realizējam Rēzeknes Augstskolā (maģistra studiju programmas ,,Filoloģija” studenti un divi docētāji). Tāpat tiks dots neliels ieskats par projektā gūtajiem rezultātiem un problēmām, ar kurām saskārāmies pētījuma laikā, kā arī iepazīstināsim ar jauniegūto pieredzi.