Abstract This article explores tactile practices in pedagogical settings by focusing on one specific pedagogical touch type, teacher-initiated hand-on-shoulder touch, which is examined particularly as a reactive practice for classroom management. Drawing on multimodal conversation analysis, the present study analyses variations in hand-on-shoulder touch as well as the relationship between these variations and the pedagogical functions of touch, specifically as they relate to the construction of a pedagogically relevant participation framework. The datasets consist of video recordings of naturally occurring classroom interaction in Finnish schools. From this, three types of hand-on-shoulder touch are described (serial, sustained, and extended) and their characteristics outlined (e.g., duration, force, body posture). Hand-on-shoulder touch is also discussed as a touch type with multifaceted pedagogical potential and variable use in coordinating and orchestrating students' attention and participation in classroom settings. This study thus contributes to both conversation analytical research on tactile practices and pedagogical research on classroom management.

中文翻译：

---

手肩触摸作为构建教学相关参与框架的资源

摘要 本文通过关注一种特定的教学触摸类型，即教师发起的手肩触摸，探索了教学环境中的触觉实践，特别将其作为课堂管理的反应性实践进行了研究。本研究利用多模态对话分析，分析了手肩触摸的变化以及这些变化与触摸教学功能之间的关系，特别是因为它们与教学相关参与框架的构建有关。数据集包括芬兰学校自然发生的课堂互动的视频记录。由此，描述了三种类型的手肩触摸（连续、持续和扩展）及其特征（例如，持续时间、力度、身体姿势）。手肩触摸也被讨论为一种具有多方面教学潜力和可变用途的触摸类型，用于协调和协调学生的注意力和课堂环境的参与。因此，这项研究有助于触觉实践的对话分析研究和课堂管理的教学研究。