Side-by-side coaching: Decomposing a practice-embedded teacher learning opportunity

Abstract

Practice-embedded learning opportunities close the gap between professional development and practice. Side-by-side coaching can serve as such a learning opportunity by situating the teacher and coach in co-participation in the teacher's classroom. In this paper, we decompose side-by-side coaching drawing on Rogoff's (1995) constructs of guided participation and appropriation to demonstrate how co-participation can provide varied learning opportunities for teachers. We found that during side-by-side coaching teachers and coaches moved between seven forms of guided participation and opportunities for appropriation of practice. We discuss the adaptability of side-by-side coaching as a practice-embedded teacher learning opportunity and discuss implications for design.