Representing teacher coaching sessions: understanding coaching that develops teachers' capability to design for learning

PurposeThe purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2) capture the roles of the coach as convener of dialogue for teacher development as well as facilitator of design for l...

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Veröffentlicht in:International journal of mentoring and coaching in education Jg. 10; H. 4; S. 418 - 434
Hauptverfasser: Kickbusch, Steven, Kelly, Nick
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Bingley Emerald Publishing Limited 13.12.2021
Emerald Group Publishing Limited
Schlagworte:
Classrooms
Coaching
Coaching (Performance)
Curriculum Design
Educational Facilities Improvement
Educational Improvement
Faculty Development
Feedback
Foreign Countries
Instructional Design
Learning
Lesson Plans
Literacy
Pedagogy
Preservice Teachers
Professional development
Science Teachers
Students
Teacher education
Teacher Improvement
Teachers
Teaching Methods
Australia
Dialogue
Coaching
Coaching session
Preservice
Design for learning
Educational design
Teacher
Lesson planning
Learning design
ISSN:2046-6854, 2046-6862
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Zusammenfassung:PurposeThe purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2) capture the roles of the coach as convener of dialogue for teacher development as well as facilitator of design for learning.Design/methodology/approachTwo coaching sessions with preservice science teachers are analysed using two forms of discourse analysis: (1) the T-SEDA coding scheme (Vrikki et al., 2019) to analyse the dialogic interaction; and (2) a novel coding scheme to show the development of the design for learning over time. A synthetic representation is developed that combines and communicates the results of both analyses.FindingsResults show a novel way of representing coaching sessions with teachers during design for learning. Theoretical claims about the utility of this representation are made with reference to the literature.Practical implicationsThe representations and methods for developing them are useful to researchers in analysing coaching sessions. They have application for helping coaches to communicate their practice with one another. They are a step towards understanding the scalability and transferability of coaching programmes for school improvement.Originality/valueThe paper highlights shortcomings of existing representations for teacher coaching sessions and produces a novel representation that has value for researchers.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:2046-6854
2046-6862
DOI:10.1108/IJMCE-01-2021-0011