ABSTRACT

This study examines the work of cooperating teachers (CTs) within a literacy leadership course to construct transgressive mentoring practices that work against the grain of what is typical in schools. Previous research on coaching preservice teachers has not focused on the work that inservice teachers do to provide mentoring towards transgressive teaching practices. We ask, how do CTs within literacy leadership courses construct transgressive mentoring practices? Through our qualitative analysis of primarily conversations about coaching, we document how seven CTs’ reflections, individual and in community, led them to inspection, reciprocity and hope in their practices as teachers and coaches. This study has implications for the teacher educators including the development of professional learning opportunities for CTs and for researchers who intend to study such learning communities across contexts.

摘要

本研究考察了合作教师 (CT) 在扫盲领导力课程中的工作，以构建与学校典型做法背道而驰的辅导实践。以往关于辅导职前教师的研究并没有关注在职教师为违规教学实践提供指导的工作。我们问，扫盲领导力课程中的 CT 如何构建越界指导实践？通过我们对主要关于教练的对话的定性分析，我们记录了七个 CT 的个人和社区反思如何引导他们进行检查、互惠和希望在他们作为教师和教练的实践中。这项研究对教师教育工作者有影响，包括为 CT 开发专业学习机会，也对打算跨环境研究此类学习社区的研究人员有影响。