What is it about?
We report a single case study of an expert instructional coach. We examined coach-teacher conference interactions in instructional coaching. We compared an experienced coach's discursive choices with a trainee coach's. Analysis revealed three interaction features that distinguished between them. Differences stemmed from their underlying assumptions about learning and teaching.
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Why is it important?
This research sheds light on the relationship between a coach's assumptions about the nature of learning and the choices they make as they interact with teachers. This can inform coach practice and professional development.
Perspectives
While it is commonly held that teacher's classroom decisions emerge at least in part from their implicit theories of learning and pedagogy, less has been said about this from the perspective of coaches and teachers. This piece represents an important step in this direction.
Dr. Brandon Sherman
Indiana University-Purdue University Indianapolis
Read the Original
This page is a summary of: Ways of interacting: What underlies instructional coaches' discursive actions, Teaching and Teacher Education, February 2019, Elsevier,
DOI: 10.1016/j.tate.2018.11.017.
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