Research on how coaches talk with teachers during coaching cycles is underdeveloped. We analyzed 1,649 discourse moves from 24 mathematics content-focused coaching cycles to determine the extent to which coaches’ discursive tendencies vary. We explored variation between coaches, between planning and debriefing conversations, and between cycles for the same coach–teacher pair. Findings indicate there existed significant variability in the coaches’ discourse moves during coaching cycles. We also found discursive differences from planning to debriefing meetings, noting that coaches were more directive and less reflective in planning conversations compared with debriefing conversations. Across multiple coaching cycles, we found variation across coaches, with one coach increasing the prevalence of directive moves across four planning conversations and another increasing the prevalence of reflective moves across four debriefing conversations. Although we focus on mathematics coaches, the findings and methodology may be applicable to other disciplines.

中文翻译：

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探索数学教练的话语变异性

关于教练在辅导周期中如何与老师交谈的研究尚不成熟。我们分析了 24 个以数学内容为中心的辅导周期中的 1,649 个话语动作，以确定教练话语倾向的变化程度。我们探索了教练之间、计划和汇报对话之间以及同一教练-教师对的周期之间的差异。研究结果表明，在教练周期中，教练的话语动作存在显着的变化。我们还发现从计划会议到汇报会议的话语差异，注意到与汇报对话相比，教练在计划对话中更具指导性，反思性更少。在多个教练周期中，我们发现教练之间存在差异，一位教练在四次计划对话中增加了指导性动作的普遍性，而另一位则在四次汇报对话中增加了反思性动作的普遍性。尽管我们专注于数学教练，但研究结果和方法可能适用于其他学科。