Professional development (PD), which includes coaching, has demonstrated the capacity to affect preschool teachers’ use of evidence-based practices. The present study explored how coaches facilitated conversations within practice-based coaching (PBC) partnerships. A direct behavioral observation coding system was developed to investigate (a) the proportion of time spent in different conversational foci, including who initiated the conversation; (b) coach verbal behaviors; and (c) whether the conversation foci, initiations, and coach verbal behavior changed across three occasions for seven coach–teacher dyads. Results from the present study indicate coaches spent the largest proportion of time engaging in conversations with teachers focused on reflection and feedback, followed by goal setting and action planning. The coaches used verbal behaviors (supportive and constructive feedback, clarifying questions) as required by the coaching protocol across all sampled occasions. Variation in conversation foci, initiations, and coach verbal behavior across three sampled occasions was evident.

中文翻译：

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在基于实践的教练伙伴关系中探索教练-老师的互动

包括辅导在内的专业发展 (PD) 已经证明了影响学前教师使用循证实践的能力。本研究探讨了教练如何促进基于实践的教练 (PBC) 伙伴关系中的对话。开发了一个直接行为观察编码系统来调查 (a) 在不同对话焦点上花费的时间比例，包括谁发起了对话；(b) 教练言语行为；(c) 七位教练-教师二人组的谈话焦点、启蒙和教练口头行为是否在三个场合发生了变化。本研究的结果表明，教练花费最多的时间与老师进行对话，重点是反思和反馈，其次是目标设定和行动计划。教练在所有抽样场合都按照教练协议的要求使用口头行为（支持性和建设性反馈、澄清问题）。三个抽样场合的谈话焦点、启动和教练口头行为的变化是明显的。