"Explores the teaching and learning of welding through two narratives: the personal narrative, relating the author's experience as a woman learning how to weld, and the academic narrative examining how instructional communication informs students' embodied knowledge and enculturation into a community of practice"--.

• Contents
• Illustrations
• Acknowledgments
• Introduction: Welding as Embodied Technical Knowledge
  • Scaffolded Teaching with Verbal and Nonverbal Communication
  • A Typical Day in the Welding Lab
  • Conclusion
• Chapter 1 Situating the Study
  • Intersubjectivity
  • Ongoing Diagnosis
  • Contingency
  • Interactivity
  • Fading
  • Checking Students’ Learning
  • Conclusion
• Chapter 2 A Mixed-Method Approach
  • Autoethnography
  • Discourse Analysis
    • Teacher Participants
    • Student Participants
    • Data Collection and Transcription
    • The Data: Welding Interactions and Interviews
    • Discourse Analysis of Welding Interactions
  • Analysis of Gestures
  • Conclusion
• Chapter 3 Teaching Core Components of Welding
  • The Role of Instruction in Teaching Equipment Setup
  • The Role of Instruction in Teaching Body Position
  • The Role of Instruction in Teaching Technique
  • Conclusion
• Chapter 4 Teaching Expert Perception
  • Seeing as an Expert
  • Hearing as an Expert
  • Feeling as an Expert
  • Conclusion
• Chapter 5 Developing and Maintaining Students’ Motivation
  • Giving Sympathy
  • Being Optimistic
  • Using Praise
    • Reinforcing Positive Behaviors
    • Balancing Negative Evaluations
    • Closing Down Interactions
    • Pointing Out Students’ Progress
  • Showing Concern
  • Using Humor
  • Conclusion
• Conclusion Teaching and Learning Embodied Technical Knowledge
  • Intersubjectivity
  • Ongoing Diagnosis
  • Contingency
  • Interactivity
  • Fading
  • Checking Students’ Learning
  • Contribution to Scaffolding Research
  • Possibilities for Future Research
• Appendix A Informative Interview Questions for Teachers
  • Demographic Information
  • Potential Questions
• Appendix B Postinteraction Interview Questions for Teachers and Students
  • Teacher Demographic Information
  • Potential Questions for Teachers
  • Student Demographic Information
  • Potential Questions for Students
• Appendix C Informed Consent Form for Welding Teachers and Welding Students
  • Introduction
  • Description of Procedures
  • Risks or Discomforts
  • Benefits
  • Costs
  • Participant Rights
  • Confidentiality
  • Sharing Results
  • Questions
  • Consent and Authorization Provisions
• Appendix D Solicitation Message for Students
• Glossary
• Notes
• References
• Index