What Does It Mean to Say Coaching Is Relational?
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| Title: | What Does It Mean to Say Coaching Is Relational? |
|---|---|
| Language: | English |
| Authors: | Robertson, Dana A., Padesky, Lauren Breckenridge, Ford-Connors, Evelyn, Paratore, Jeanne R. |
| Source: | Journal of Literacy Research. Mar 2020 52(1):55-78. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Coaching (Performance), Interpersonal Relationship, Elementary Secondary Education, Knowledge Level, Expertise, Risk, Teachers, Literacy Education, Power Structure, Emotional Response |
| DOI: | 10.1177/1086296X19896632 |
| ISSN: | 1086-296X |
| Abstract: | This metasynthesis presents the collective findings based on a small corpus of studies (n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker's notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledge and skills. Our analysis indicates that the realization of co-construction may be influenced by differential patterns related to positioning and dispositions toward coaching: (a) knowledge flow, (b) distributed expertise, and (c) vulnerability. To explicate these patterns, we present evidence of opportunities that enhanced co-construction and obstacles that reduced co-construction. We conclude by discussing how coaches and teachers can develop reciprocity in coach-teacher relationships and move toward more relational coaching approaches. Finally, we provide directions for future research. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1243263 |
| Database: | ERIC |
| Abstract: | This metasynthesis presents the collective findings based on a small corpus of studies (n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker's notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledge and skills. Our analysis indicates that the realization of co-construction may be influenced by differential patterns related to positioning and dispositions toward coaching: (a) knowledge flow, (b) distributed expertise, and (c) vulnerability. To explicate these patterns, we present evidence of opportunities that enhanced co-construction and obstacles that reduced co-construction. We conclude by discussing how coaches and teachers can develop reciprocity in coach-teacher relationships and move toward more relational coaching approaches. Finally, we provide directions for future research. |
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| ISSN: | 1086-296X |
| DOI: | 10.1177/1086296X19896632 |
