Instructional coaching is increasingly regarded as an essential feature of professional development, but no research exists on content-specific instructional coaching for history teachers. The study examines data from a coaching program in which history teacher leaders served as novice coaches for their colleagues. We found that coached teachers, as a whole, improved in discussion facilitation. Case analysis of two successful and two less successful coach–teacher pairings revealed that successful coaches were more likely to focus on eliciting students’ argumentative discourse whereas less successful coach planning sessions focused on discrete historical content knowledge and the disciplinary heuristics of historical thinking. It appears that coaching that emphasized a conceptual redirection toward inquiry and a pedagogical toolkit for fostering student discourse was more closely tied to growth in discussion facilitation and opportunities for student historical reasoning than a coaching approach more narrowly focused on historical concepts.

中文翻译：

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指导教师进行基于文献的历史教学：支持教师引导学生讨论的实践

教学辅导越来越被认为是专业发展的一个基本特征，但还没有针对历史教师特定内容的教学辅导的研究。该研究检查了一项辅导计划的数据，在该计划中，历史教师领导者担任其同事的新手教练。我们发现，接受辅导的教师总体上在促进讨论方面有所提高。对两个成功和两个不太成功的教练-教师配对的案例分析表明，成功的教练更有可能专注于引发学生的争论性话语，而不太成功的教练计划课程则侧重于离散的历史内容知识和历史思维的学科启发。看来，与狭隘地关注历史概念的辅导方法相比，强调概念转向探究和培养学生话语的教学工具包的辅导与讨论促进和学生历史推理机会的增长更紧密地联系在一起。