Back to Search
Start Over
Professional Learning as Breaking Away: Discourses of Teacher Development Within Literacy Coaching Interactions
- Source :
- Literacy Research and Instruction. 58:123-141
- Publication Year :
- 2019
- Publisher :
- Informa UK Limited, 2019.
-
Abstract
- A techno-rational perspective of teaching and learning is common as teachers are increasingly inundated with messages of measurement, standardization, and accountability. Within this perspective, teacher development is seen as mastery of skills, teachers’ learning is conceptualized as linear with a predetermined and predictable trajectory, and the role of literacy coach is limited to supporting the implementation of best practices. In this article, the author employs a microethnographic approach to discourse analysis to explore how literacy coaches and teachers negotiate discourses of teacher development during coaching interactions. Findings highlight how dominant discourses of teacher development may constrain professional learning interactions. The author argues that a flexible view of teacher development as breaking away may foster more meaningful professional learning, support coaching relationships, and spur instructional innovation.
- Subjects :
- Linguistics and Language
Language arts
business.industry
Discourse analysis
media_common.quotation_subject
05 social sciences
Professional development
050301 education
Interpersonal communication
Coaching
Literacy
Education
Professional learning community
Pedagogy
ComputingMilieux_COMPUTERSANDEDUCATION
0501 psychology and cognitive sciences
Faculty development
business
Psychology
0503 education
050104 developmental & child psychology
media_common
Subjects
Details
- ISSN :
- 19388063 and 19388071
- Volume :
- 58
- Database :
- OpenAIRE
- Journal :
- Literacy Research and Instruction
- Accession number :
- edsair.doi...........991c0336bc4d94e299b5ff61bae6f09e