This article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.,Data presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.,Findings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.,Previous literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.

中文翻译：

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使用批判性话语分析反思协作式专业学习

本文介绍了凯利（Kelly）的案例研究，凯利是一名三年级老师，在读硕士课程中参加了识字领导力课程。在本课程中，实践教师完成了一项任务，其中他们与同事一起实施了识字辅导周期，对他们的互动进行了视频记录，并对互动进行了批判性话语分析（CDA）。作者探索了CDA的参与如何影响凯利准备成为扫盲领袖的职业身份的制定。本文提供的数据来自对课程中四名白人，中产阶级教师的更大研究。数据来源包括学生的期末论文和半结构式访谈。研究人员使用定性编码方法来分析所有数据源，找出突出的主题，结果表明，凯利作为扫盲领导者的信心在参加教练周期和进行CDA之后就增强了。通过CDA，凯利（Kelly）探索了杰出的教与学话语，尤其是那些与新手和专家身份有关的话语，如何影响了凯利（Kelly）即时教练互动。以前的扫盲教练研究表明，扫盲教练需要专业的学习机会来支持深刻的理解。以有效地支持老师的教练立场和话语权。当前的研究表明，CDA可能是使识字教练参与此类工作的一种有前途的方法，因为它使教练能够了解教与学的话语如何在教练互动中发挥作用。