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“We're just building!”: a study of collaborative coaching interactions
International Journal of Mentoring and Coaching in Education Pub Date : 2020-04-28 , DOI: 10.1108/ijmce-02-2019-0014
Kira LeeKeenan

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.,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.,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.,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.,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.

中文翻译:

“我们正在建设!”:协作教练互动研究

本文旨在阐明基于实践的教师预备课程(TPP)中合作教师(CT)和职前教师(PT)之间协作互动的机会。该研究旨在探索促进一个CT和PT之间协作的话语动作。在批判性社会文化理论的基础上,本研究采用定性的微观分析方法对教练互动进行研究,以了解为什么以及如何在两者之间发展协作话语。一项CT和PT。这项对协作式教练互动中的语篇动作的研究表明,协作互动是从社会角色的战略性重新定位发展而来的,这为CT和PT双方提出真实的问题提出了空间,并共同构建了教学事件,支持了针对未来课程的更具体的计划;以及观察数据的日常使用和鉴赏性使用为共建和共探创造了空间。本研究阐明了协作互动中嵌入的复杂的社交和话语舞蹈。研究结果还表明,与某人共同构建课程的项目对于PT是强大而必要的经验,因为正是通过这种共同构建,PT才能学习如何设计有意义的课程并批判性地反思实践。重要的是,要了解在教育话语中如何进行协作性谈话,以及为什么要为PT提供机会在自己的学习中发挥更积极的作用。以及观察数据的日常使用和鉴赏性使用为共建和共探创造了空间。本研究阐明了协作互动中嵌入的复杂的社交和话语舞蹈。研究结果还表明,与某人共同构建课程的项目对于PT是强大而必要的经验,因为正是通过这种共同构建,PT才能学习如何设计有意义的课程并批判性地反思实践。重要的是,要了解在教育话语中如何进行协作性谈话,以及为什么要为PT提供机会在自己的学习中发挥更积极的作用。以及观察数据的日常使用和鉴赏性使用为共建和共探创造了空间。本研究阐明了协作互动中嵌入的复杂的社交和话语舞蹈。研究结果还表明,与某人共同构建课程的项目对于PT是强大而必要的经验,因为正是通过这种共同构建,PT才能学习如何设计有意义的课程并批判性地反思实践。重要的是,要了解在教育话语中如何进行协作性谈话,以及为什么要为PT提供机会在自己的学习中发挥更积极的作用。
更新日期:2020-04-28
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