{"title":"Doing Our Part: Trust and Relational Dynamics in Literacy Coaching","authors":"Carla Finkelstein","doi":"10.1080/19388071.2019.1655684","DOIUrl":null,"url":null,"abstract":"ABSTRACT Literacy coaching has become a prevalent model of professional development (PD) that embodies the characteristics of high-quality teacher learning. At the same time, many literacy coaches have experienced the practice as fraught with tensions, both for coaches and teachers. This paper focuses on the relational dynamics in literacy coaching, through the lens of building trust. It describes a literacy coaching cycle in which the author, serving as literacy coach, attempts to build and maintain a trusting relationship with a teacher, while supporting her desired instructional improvement in writing. This work uses critical discourse analysis (CDA) as theory and method to analyze literacy coaching interactions, especially the affective landscape and relational dynamics over time, between a literacy coach and teacher.","PeriodicalId":45434,"journal":{"name":"Literacy Research and Instruction","volume":"58 1","pages":"317 - 337"},"PeriodicalIF":1.1000,"publicationDate":"2019-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388071.2019.1655684","citationCount":"7","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Literacy Research and Instruction","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/19388071.2019.1655684","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 7
Abstract
ABSTRACT Literacy coaching has become a prevalent model of professional development (PD) that embodies the characteristics of high-quality teacher learning. At the same time, many literacy coaches have experienced the practice as fraught with tensions, both for coaches and teachers. This paper focuses on the relational dynamics in literacy coaching, through the lens of building trust. It describes a literacy coaching cycle in which the author, serving as literacy coach, attempts to build and maintain a trusting relationship with a teacher, while supporting her desired instructional improvement in writing. This work uses critical discourse analysis (CDA) as theory and method to analyze literacy coaching interactions, especially the affective landscape and relational dynamics over time, between a literacy coach and teacher.
期刊介绍：
Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.
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