This book explores disciplinary connections, continuities and interfaces to understand how interactional competences may be observed and developed in work and training contexts. It presents a range of research contributions that develop an interest in the study of talk-in-interaction, and how it might contribute to the understanding of the learning and development of interactional competences as they are demanded in work and training contexts. The chapters explore diverse empirical contexts and illustrate approaches focusing on the investigation of social interaction as situated, collective and dynamic accomplishments in institutional contexts, in a variety of dimensions or aspects. They also enact specific theoretical categories and methodological procedures for understanding how interactional competences are mobilized and developed in the context of work or training. This book thus identifies the sorts of interactional competences mobilized by participants when addressing the practical problems they are faced with in the circumstances of work or training, and observes how such circumstances  may offer opportunities to the development of interactional competences. It reflects on the possibility for analytic concepts and procedures pertaining to the analysis of talk-in-interaction, and contributes to the professional development of workers.Chapter “The design and implementation of a course on interactional competence for teachers: Teacher-learning through video-based guided discovery tasks” is licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.

This book explores disciplinary connections, continuities and interfaces to understand how interactional competences may be observed and developed in work and training contexts. It presents a range of research contributions that develop an interest in the study of talk-in-interaction, and how it might contribute to the understanding of the learning and development of interactional competences as they are demanded in work and training contexts. The chapters explore diverse empirical contexts and illustrate approaches focusing on the investigation of social interaction as situated, collective and dynamic accomplishments in institutional contexts, in a variety of dimensions or aspects. They also enact specific theoretical categories and methodological procedures for understanding how interactional competences are mobilized and developed in the context of work or training. This book thus identifies the sorts of interactional competences mobilized by participants when addressing the practical problems they are faced with in the circumstances of work or training, and observes how such circumstances  may offer opportunities to the development of interactional competences. It reflects on the possibility for analytic concepts and procedures pertaining to the analysis of talk-in-interaction, and contributes to the professional development of workers.Chapter “The design and implementation of a course on interactional competence for teachers: Teacher-learning through video-based guided discovery tasks” is licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License via link.springer.com.