ABSTRACT

Background

Pedagogical sensemaking, in which teachers attempt to figure something out in relation to teaching and learning, as a form of generative teacher discourse can provide opportunities for teachers to learn. However, much of the research in these areas examines how teachers reason during sustained collegial discourse outside the classroom.

Methods

This exploratory case study of one side-by-side coaching session, in which a coach and teacher collaborate to support both student and teacher learning in the classroom, qualitatively examined the coach-teacher discourse to determine whether and how pedagogical sensemaking can occur in a practice-embedded teacher learning setting.

Findings

We find that generative pedagogical sensemaking is possible despite the contextual constraints. Findings indicate that teacher-coach interactions included and frequently moved between talk at three altitudes: within, across, and beyond moments of the lesson. The topics of these interactions were complex and connected across the lesson.

Contribution

These findings point to particular affordances of practice-embedded settings for generative pedagogical sensemaking. While prior research has emphasized the need for sustained time for sensemaking to support teacher learning, this study expands this conception by finding that, when coupled with shared experiences of pedagogy, brief, cumulative interactions during teaching can also create opportunities for generativity.

中文翻译：

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并行辅导期间的教学意义建构：检查教师和教练的即时话语推理

摘要

背景

教学意义建构，即教师试图找出与教与学相关的事物，作为生成性教师话语的一种形式，可以为教师提供学习的机会。然而，这些领域的许多研究都考察了教师在课堂外持续的集体讨论中如何推理。

方法

这项探索性案例研究是一次并排辅导课程，其中教练和老师合作支持学生和教师在课堂上的学习，定性地研究了教练与老师的对话，以确定教学意义建构是否以及如何在课堂中发生。嵌入实践的教师学习环境。

发现

我们发现，尽管存在语境限制，生成式教学意义建构仍然是可能的。研究结果表明，教师与教练的互动包括并经常在三个高度的谈话之间进行：课内、课间和课外。这些互动的主题很复杂，并且在整个课程中相互关联。

贡献

这些发现指出了生成式教学意义建构的实践嵌入环境的特殊功能。虽然之前的研究强调需要持续的意义建构时间来支持教师的学习，但本研究扩展了这一概念，发现当与共享的教学经验相结合时，教学过程中简短的、累积的互动也可以创造创造力的机会。