ABSTRACT This paper describes findings from the first cohort of an ongoing longitudinal study investigating the impact of master’s coursework and related coaching experiences on in-service teachers’ coaching skill development leading to literacy specialist identity. The study follows literacy specialist candidates through coursework and into their first year post-graduation. Analysis suggests contextualized coaching experiences encourage literacy professional identity development. Participants in their first coaching course demonstrated pedagogical knowledge and provided partners with feedback and support, suggesting an emergent stage of identity development. Participants in their second course utilized targeted feedback, improved conversational flow, and knowledge of coaching practice and research, suggesting a novice stage of identity development. Post-graduate interviews revealed continued, job-embedded literacy professional identity development.

中文翻译：

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成为扫盲专家：发展身份

摘要 本文描述了第一批正在进行的纵向研究的结果，该研究调查了硕士课程和相关辅导经验对在职教师的辅导技能发展的影响，从而导致扫盲专家身份。该研究通过课程作业和毕业后的第一年跟踪扫盲专家候选人。分析表明，情境化的辅导经验可促进识字专业身份的发展。第一次辅导课程的参与者展示了教学知识，并为合作伙伴提供了反馈和支持，表明身份发展的新兴阶段。第二门课程的参与者利用了有针对性的反馈、改进的对话流程以及教练实践和研究的知识，表明身份发展的新手阶段。研究生面试揭示了持续的、嵌入工作的扫盲专业身份发展。