Literacy Coaches' Use of Questioning During Coaching Conversations With Classroom Teachers

• In Event: Professional Development in Literacy Across Contexts

Abstract

The purpose of this qualitative multi-case study was to investigate how two literacy coaches build teacher capacity in classroom literacy instruction through coaching conversations with teachers, as well as how the coaches utilized questioning strategies to scaffold teachers’ learning during coaching conversations. Findings revealed that consulting strategies, including providing examples and solving problems for teachers, may come more naturally to the participants than coaching maneuvers, such as the use of questioning to elicit reflection. The authors conclude that developing effective questioning strategies takes time, practice, and thoughtful reflection on coaching discourse. Implications for how schools and districts professionally develop their literacy coaches and for how universities prepare teachers to move into coaching roles are discussed.

Authors

• Bethanie C. Pletcher, Texas A&M University - Corpus Christi

• Alida K Hudson, Texas A&M University - College Station