Turning point 3
| Speaking turn | Interpretation |
|---|---|
| Turning point 3: Committing to a shared object of development but placing limitations on the CV idea | |
| NSM: And we have places where vegetarian food is offered first, because it’s supposed to be available these days, if there’s space for it. And with certain foods, it might work here too, like putting the potatoes into a [smaller] dish … | (1) Committing to development and expressing a professional perspective (reference to other schools) (2) Ideating CV by limiting its implementation |
| Teacher1: They can’t reach to take it then |
|
| NSM: And then, you don’t have to choose whether to take this food | (Continues their previous speaking turn) |
| Teacher1: You can take everything | (Clarifies and agrees with NSM’s speaking turn) |
| NSM: Because you should taste it. So when vegetarian food is freely available, you can take it with the other food and start tasting it. You can eat vegetarian food … you don’t have to completely become a vegetarian, but when you increase the amount of vegetables in your diet, then you’ve already … taken a big step |
|
| Teacher X: It’s pretty … easy to get a child to be eager about it, like … | (Ideating and professional perspective) |
| Facilitator: I’m sure order has a big impact, which comes first. Anything else? Did anyone else have questions, comments? | The facilitator supports the experiment’s idea and indicates by asking for any other comments that the discussion on the topic is coming to an end |
| Speaking turn | Interpretation |
|---|---|
| NSM: And we have places where vegetarian food is offered first, because it’s supposed to be available these days, if there’s space for it. And with certain foods, it might work here too, like putting the potatoes into a [smaller] dish … | (1) Committing to development and expressing a professional perspective (reference to other schools) (2) Ideating |
| Teacher1: They can’t reach to take it then | Questioning the idea Professional perspective: difficult for children |
| NSM: And then, you don’t have to choose whether to take this food | (Continues their previous speaking turn) |
| Teacher1: You can take everything | (Clarifies and agrees with NSM’s speaking turn) |
| NSM: Because you should taste it. So when vegetarian food is freely available, you can take it with the other food and start tasting it. You can eat vegetarian food … you don’t have to completely become a vegetarian, but when you increase the amount of vegetables in your diet, then you’ve already … taken a big step | Professional perspective (importance of increasing vegetable consumption) (Indirectly) committing to development by limiting experiment’s goal |
| Teacher X: It’s pretty … easy to get a child to be eager about it, like … | (Ideating and professional perspective) |
| Facilitator: I’m sure order has a big impact, which comes first. Anything else? Did anyone else have questions, comments? | The facilitator supports the experiment’s idea and indicates by asking for any other comments that the discussion on the topic is coming to an end |
Sharing content requires targeting cookies to be enabled. Please update your cookie preferences to use this feature.