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.

Introducing Interactional Competences in Work and Training contexts.- Interactional Competences in Contemporary Institutional Life.- Interactional Competence Development at the Lingua Franca Workplace: Changes in Small-talk Topic Selection and Management by Hotel Staff Members.- Situated apprenticeship in the research lab: collaborative and epistemic dimensions of discovering work.- “You look a bit like Zorro”: doing humour in socio-professional guidance in social enterprises.- Moving, breathing and understanding interactional functioning: analysis of psychosocial support sessions.- Training the Body, the Nose, and the Tongue: Instructing How to Talk, to Sense and to Conduct Tasting Sessions.- Learning to co-operate: intercorporeal competence in maritime emergency training.- The role of simulated patients in enhancing medical students’ “sensory awareness” in video consultation.- Teaching communication in post-simulation debriefing: the case of the closed-loop communication principle in healthcare training.- Listener activities as part of a professional development program on teachers’ interactional competence: Exploring how teachers adopt active listening in classroom discourse.- Learning how to do questioning during internships: The case of workplace trainers with learning disabilities.- The Conversation Analytic Role-play Method: From conducting research to evaluating the impact of CARM across public, private, and third sector organizations.- Preparing interpreting students for healthcare: from CARM to simulated multilingual interactions.- Using findings from Reflective Interventionist Conversation Analysis (RICA) research for workshop training in communication with children and young people for mental health practitioners.- The design and implementation of a course on interactional competence for teachers: Teacher-learning through video-based guided discovery tasks.- Data Session-based Pedagogy for Developing Interactional Competence in Nursing Education: The Case of Question Design.- “Motivated looking”: analysing video-data as a training method to develop interactional competence in early childhood education.- Learning to do listening in mentoring interactions: observing the potentialities of video-based interaction analysis in special needs education.