Marije Van Braak
Biographic Data
| ID | 3532126 |
|---|---|
| NAME | Marije Van Braak |
| GIVEN NAMES | Marije |
| FAMILY NAME | Van Braak |
| SIGNATURE | VAN BRAAK M |
| AFFILIATIONS | Erasmus University Rotterdam |
| ORCID | 0000-0003-2938-1508 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The professional significance of subjectification: Exploring the interactional presence of the teacher-as-a-self through the pedagogy of subjectification
The pedagogical purpose domain of subjectification concerns encouraging students to be a self, while they encounter a pluriform world of others. However, it leaves remarkably ambiguous how teachers are concretely involved in subjectification during their everyday practice. Addressing this lacuna, we introduce teacher subjectification as an analytical perspective on how a teacher-as-a-self interactively constitutes student subjectification. Throug…
‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education
Traditionally, medical experts are key actors in the socialization of future doctors. In this paper, we focus on how medical teachers and residents enact for the teachers the institutionally provided identity of ‘expert’, and how that enactment contributes to the socialization of medical professionals. Using Conversation Analysis, we analyze a collection of instances where teachers ‘do being an expert’ in group discussions about experiences from …
Towards a conceptual framework of adaptivity in face-to-face-interaction: An interdisciplinary review of adaptivity concepts
The pervasive phenomenon of adaptivity in face-to-face interaction isdescribed inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. Weexplored 33 adaptivity concepts and various adaptivity theories fromdifferentfields. We developed a theory-based conceptual frameworkconsisting of two key dimensions.Relatednessrefers to how…
Shall We All Unmute? A Conversation Analysis of Participation in Online Reflection Sessions for General Practitioners in Training
The COVID-19 pandemic has induced many changes to education in many contexts. In this study, we describe how general practitioners in training (residents) accomplish participation in collaborative reflection sessions conducted on Zoom. In this online setting, taking part in interactions is understood to be crucial to the creation of educational value. To study forms of participation used on Zoom, we recorded three group reflection sessions and ex…
Towards a conceptual framework of adaptivity in face-to-face-interaction: An interdisciplinary review of adaptivity concepts
The pervasive phenomenon of adaptivity in face-to-face interaction isdescribed inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. Weexplored 33 adaptivity concepts and various adaptivity theories fromdifferentfields. We developed a theory-based conceptual frameworkconsisting of two key dimensions.Relatednessrefers to how…
Shall We All Unmute? A Conversation Analysis of Participation in Online Reflection Sessions for General Practitioners in Training
The COVID-19 pandemic has induced many changes to education in many contexts. In this study, we describe how general practitioners in training (residents) accomplish participation in collaborative reflection sessions conducted on Zoom. In this online setting, taking part in interactions is understood to be crucial to the creation of educational value. To study forms of participation used on Zoom, we recorded three group reflection sessions and ex…
Shall We All Unmute? A Conversation Analysis of Participation in Online Reflection Sessions for General Practitioners in Training
The COVID-19 pandemic has induced many changes to education in many contexts. In this study, we describe how general practitioners in training (residents) accomplish participation in collaborative reflection sessions conducted on Zoom. In this online setting, taking part in interactions is understood to be crucial to the creation of educational value. To study forms of participation used on Zoom, we recorded three group reflection sessions and ex…
‘Doing being an expert’: A conversation analysis of expertise enactments in experience discussions in medical education
Traditionally, medical experts are key actors in the socialization of future doctors. In this paper, we focus on how medical teachers and residents enact for the teachers the institutionally provided identity of ‘expert’, and how that enactment contributes to the socialization of medical professionals. Using Conversation Analysis, we analyze a collection of instances where teachers ‘do being an expert’ in group discussions about experiences from …
Towards a conceptual framework of adaptivity in face-to-face-interaction: An interdisciplinary review of adaptivity concepts
The pervasive phenomenon of adaptivity in face-to-face interaction isdescribed inconsistently, using numerous concepts (e.g. alignment/attunement/complementarity/imitation/reciprocity/scaffolding/synchrony), impeding the streamlining of adaptivity research. Weexplored 33 adaptivity concepts and various adaptivity theories fromdifferentfields. We developed a theory-based conceptual frameworkconsisting of two key dimensions.Relatednessrefers to how…
The professional significance of subjectification: Exploring the interactional presence of the teacher-as-a-self through the pedagogy of subjectification
The pedagogical purpose domain of subjectification concerns encouraging students to be a self, while they encounter a pluriform world of others. However, it leaves remarkably ambiguous how teachers are concretely involved in subjectification during their everyday practice. Addressing this lacuna, we introduce teacher subjectification as an analytical perspective on how a teacher-as-a-self interactively constitutes student subjectification. Throug…
Computer Science (3 works) · Psychology (3 works) · Conversation (2 works) · Conversation analysis (2 works) · Language, Discourse, Communication Strategies (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Social Psychology (2 works) · Action Observation and Synchronization (1 works)