Instructional Coaching through Dialogic Interaction: Helping a Teacher to Become Agentive in Her Practice

Autor/inn/en	Haneda, Mari; Teemant, Annela; Sherman, Brandon
Titel	Instructional Coaching through Dialogic Interaction: Helping a Teacher to Become Agentive in Her Practice
Quelle	In: Language and Education, 31 (2017) 1, S.46-64 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2016.1230127
Schlagwörter	Coaching (Performance); Sociocultural Patterns; Teaching Methods; Urban Schools; Elementary School Teachers; English (Second Language); Faculty Development; Dialogs (Language); Teacher Student Relationship; Classroom Communication; English Language Learners; Critical Theory; Discourse Analysis; Observation + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Dialog; Dialogs; Dialogue; Dialogues; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Kritische Theorie; Diskursanalyse; Beobachtung
Abstract	We investigate the instructional coaching interactions between a kindergarten teacher and an experienced coach using the analytic lens of dialogic teaching. The data were collected in the context of a US professional development project that supports urban elementary school teachers in enacting critical sociocultural teaching practices. We illustrate how the coach assisted one teacher in developing an understanding of "Critical Stance" as a pedagogical principle in her kindergarten class that included many English Learners. Analysis of the coaching sessions shows that, to this end, the coach predominantly used "dialogue as inquiry," establishing a non-hierarchical relationship within which she and the teacher were able to co-construct a practical understanding of Critical Stance as a teaching practice. We argue that it is through the strategic use of dialogue as inquiry that the coach cultivated a dialogic space in which the teacher was invited to challenge, explore, appropriate, and eventually enact Critical Stance in her teaching. The analysis further indicates that the experience of dialogic interaction in the coaching sessions led the teacher to appropriate a "dialogic stance" and space in her classroom with her kindergartners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01