Teaching and Coaching in the Passive Voice: A Critical Discourse Analysis of a Problematic Collaboration

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-7 - Critical Educators and the Use of Social Justice Pedagogy

Abstract

This critical discourse analysis (CDA) considers the language of the reflective practices of a novice fourth grade Teach For America teacher in an urban public school and his university-based coach, charged with supporting his reflective and pedagogical practice across the year. Greg, through his certification coursework, engaged in written reflections almost daily across an entire academic year yet, according to his university-based coach, Elora, he exhibited many of the same problematic instructional and relational practices in April that he demonstrated In August. Findings address both the content and power structures revealed in the discourses of reflection and feedback and the possibilities for mediating support for both school-based and university-based faculty which could professionalize, foster authentic self-reflection, and encourage mutual growth.

Authors

• Teresa R. Fisher-Ari, Georgia State University

• Monica M. Alicea, Cobb County School District

• Barbara Meyers, Georgia State University