Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6461
Title: Collaborative Sensemaking Through Side-by-side Coaching: Examining In-the-Moment Discursive Reasoning Opportunities for Teachers and Coaches
Authors: Munson, Jen
Dyer, Elizabeth
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Munson, J. & Dyer, E. (2020). Collaborative Sensemaking Through Side-by-side Coaching: Examining In-the-Moment Discursive Reasoning Opportunities for Teachers and Coaches. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1831-1838). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Instructional coaching has emerged as a potential support to mathematics teacher learning, but little research has investigated the nature of coach-teacher interactions that support this learning. This paper presents an illustrative case of how a math coach and teacher collaboratively make sense of a lesson during side-by-side coaching. Findings indicate that the teacher-coach interactions included talk at three altitudes: within, across, and beyond moments of the lesson. Additionally, collaborative sensemaking happened briefly during the lesson, but was more extended at the end of the lesson. These findings show how side-by-side coaching can provide opportunities for collective sensemaking and point to its potential rhythms across a lesson.
URI: https://doi.dx.org/10.22318/icls2020.1831
https://repository.isls.org//handle/1/6461
Appears in Collections:ICLS 2020

Files in This Item:
File SizeFormat 
1831-1838.pdf471.62 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.