PurposeThis paper aims to identify methods of guidance and supervision used in air traffic control training. It also aims to show how these methods facilitate trainee participation in core work activities.Design/methodology/approachThe paper applies the tools of conversation analysis and ethnomethodology to explore the ways in which trainers and trainees act and interact in training situations. The data consist of the video recordings (total 38 hours) and ethnographic material gathered at a vocational institute for aviation and in two aerodrome control tower units.FindingsThe trainers used five different instructional strategies with which they guided and controlled the trainees' actions. In simulator training, learning was structured as a process through which the procedural knowledge possessed by the expert controllers was transferred to the trainees through interventions such as orders, test questions and additions. As the trainees progressed to the on‐the‐job training phase, interaction evolved from being trainer‐driven to trainer‐guided. The trainees' performance was fine‐tuned and guided towards local practices of particular work position by means of instructions and information deliveries.Practical implicationsThe simulator training and on‐the‐job training appear as two distinctive forms of vocational training with their own aims. In order to improve the quality of the training, it is suggested that greater attention should be given to the ways in which these two separate areas of learning could be better reconciled.Originality/valueThis ethnomethodological study on training interaction complements the understanding of instructional strategies used at different stages of air traffic control training. It is proposed that research into the local and social production of training interaction can shed useful light on the complexities of workplace learning and training interaction, providing a novel perspective for those engaged in practice of vocational education.

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Kokemusasiantuntijuus hyödyttää palvelujärjestelmää ja sen asiakkaita sekä kokemusasiantuntijoina työskenteleviä, joilla katsotaan olevan kaksoisrooli sekä asiakkaina ja palveluiden käyttäjinä että oma-ehtoisina toimijoina. Artikkelissa kysytään, miten kokemusasiantuntijat asemoivat itsensä päihde- ja mielenterveyspalveluiden hyödyntäminä asiakkaina suhteessa palvelujärjestelmään, sen palveluksessa oleviin ammattilaisiin sekä päihde- ja mielenterveyskuntoutujiin. Tutkimuksessa haastateltiin ko-kemusasiantuntijoita, jotka toimivat kokemusasiantuntijoina erilaisissa tehtävissä päihde- ja mie-lenterveysasiakkaiden tukena ja ammattilaisten rinnalla. Aineiston analyysi kytkeytyy sosiologisen kulttuurintutkimuksen tapaan lähestyä tutkimuskohdetta kulttuurisena ilmiönä. Tutkimus esittää, että kokemusasiantuntijoiden asema on ristiriitainen yhtäältä asiakkaan kuntoutumista vahvistavina päihde- ja mielenterveyspalveluiden toimijoina ja toisaalta hallinnon harjoittaman osallistamispoli-tiikan välineinä.

Substance-abusing women are vulnerable to specific kinds of epistemic injustice, including stigmatization and discrimination. This article examines the development of the epistemic agency of female substance abusers by asking: How does the use of a formal discussion protocol in community rehabilitation interaction alleviate epistemic injustice and strengthen the epistemic agency of substance abusers? The data were collected in a Finnish rehabilitation center by videotaping six group discussions between social workers, peer support workers, and rehabilitation clients with substance abuse problems. Of these data, one recorded group discussion between four female participants—two rehabilitation clients, a peer support worker, and a social adviser—was used in this paper. Using conversational analysis, the findings indicate that, through the collaborative activities of sharing experiential knowledge about substance abuse and discussing the experiences of abuse in the rehabilitation interaction, substance abusers can develop novel ways to strengthen their epistemic agency by enhanced self-awareness. The discussion protocol is an epistemic tool that professionals and clients can learn to use in ethically and epistemologically successful ways in interaction. The use of a discussion protocol is an example of social professionals’ clinical knowledge of intensifying collaboration and sharing experiential knowledge in community rehabilitation and other substance abuse services.