Unpacking Productive Coaching Interactions: Identifying Coaching Approaches That Support Instructional Uptake
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| Title: | Unpacking Productive Coaching Interactions: Identifying Coaching Approaches That Support Instructional Uptake |
|---|---|
| Language: | English |
| Authors: | Robertson, Dana A. (ORCID |
| Source: | Professional Development in Education. 2020 46(3):405-423. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Coaching (Performance), Interaction, Faculty Development, Tutoring, Interpersonal Relationship, Interpersonal Communication, Discourse Modes, Literacy Education, Cooperation, Summer Programs, College Faculty, Teacher Collaboration, Reading Instruction, Children, Early Adolescents, Teacher Competencies, Teaching Methods, Reading Strategies |
| DOI: | 10.1080/19415257.2019.1634628 |
| ISSN: | 1941-5257 |
| Abstract: | This multiple-case study utilised inductive and deductive analyses of interactions of five coach-teacher dyads at two university-based literacy clinics to investigate procedural knowledge -- what coaches say and do -- to guide teachers toward greater instructional expertise. Using theories of situated cognition and positioning and framed within social constructivism, we examined videos of coaching and tutoring and identified predominant coaching interaction discourse and three facilitative coaching approaches associated with teachers' uptake of instructional ideas: (1) joint problem identification; (2) redirection and reinterpretation; (3) 'flipped' IRE framework. We conclude by arguing how coaches' talk creates agentive space for teachers to initiate intentional instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1257843 |
| Database: | ERIC |
| Abstract: | This multiple-case study utilised inductive and deductive analyses of interactions of five coach-teacher dyads at two university-based literacy clinics to investigate procedural knowledge -- what coaches say and do -- to guide teachers toward greater instructional expertise. Using theories of situated cognition and positioning and framed within social constructivism, we examined videos of coaching and tutoring and identified predominant coaching interaction discourse and three facilitative coaching approaches associated with teachers' uptake of instructional ideas: (1) joint problem identification; (2) redirection and reinterpretation; (3) 'flipped' IRE framework. We conclude by arguing how coaches' talk creates agentive space for teachers to initiate intentional instruction. |
|---|---|
| ISSN: | 1941-5257 |
| DOI: | 10.1080/19415257.2019.1634628 |
