"We're just building!": a study of collaborative coaching interactions. Issue 3 (29th April 2020)

• Record Type: Journal Article
• Authors: LeeKeenan, Kira
• Is Part Of: International journal of mentoring and coaching in education. Volume 9:Issue 3(2020)
• Page Start: 239
• Page End: 255
• Publication Date: 2020-04-29
• Subjects: Coaching -- Collaboration -- Teacher education; Mentoring in education -- Periodicals; Teachers -- In-service training -- Periodicals; Teachers -- Training of -- Periodicals; Educational leadership -- Periodicals; 371.10205
• DOI: 10.1108/IJMCE-02-2019-0014
• Languages: English
• ISSNs: 2046-6854

Abstract

Abstract : Purpose: This paper aims to clarify opportunities for collaborative interactions between cooperating teachers (CTs) and preservice teachers (PTs) in practice-based teacher preparation programs (TPPs). The study aimed to explore the discursive moves that facilitate collaboration between one CT and PT. Design/methodology/approach: Grounded in the critical sociocultural theory, this study applied a qualitative microanalytic approach to the study of coaching interactions for the purpose of understanding why and how collaborative discourse developed between a CT and a PT. Findings: This study of discourse moves within collaborative coaching interactions revealed collaborative interactions developed from strategic repositioning of social roles, which created space for authentic problem-posing by both the CT and the PT, and the co-construction of teaching events, which supported more specific planning toward future lessons; and routine and appreciative use of observational data created space for co-construction and co-inquiry. Practical implications: This study illuminated the complex social and discursive dance embedded within collaborative interactions. The findings also suggested that the project of co-constructing curriculum with someone is a powerful and necessary experience for a PT because it is through this co-construction that PTs learn how to design meaningful curriculum and critically reflect on practice. Originality/value: This study offers new understandings around how collaborative talk in educational discourse transpires and why providing opportunities for PTs to take a more active role in their own learning is important.