Are We Doing It Right: Duoethnography as a Vehicle for Becoming Instructional Coaches

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Supporting Coaching and Supervisory Feedback Through Enhanced Frameworks and Practices

Abstract

Using duoethnography, a collaborative research approach for critical reflection, this paper explores how two emerging teacher educators became instructional coaches using Cognitive Coaching, and how they worked together to uncover meaningful ways to design and implement meaningful professional development activities. Employing a polyvocal journal to address the challenges and triumphs of coaching, the authors explored the ways in which their lived experiences shaped and guided their work as coaches supporting two classroom teachers. Duoethnography was used as a means for discovering important practices of coaching: understanding local contexts, in-service teacher needs, and curriculum implementation.

Authors

• Jennifer Lynn Cody, The Pennsylvania State University

• May H. Lee, The Pennsylvania State University

• Rachel Wolkenhauer, The Pennsylvania State University