Shifting Interpretations of Inequitable Participation Patterns in Teacher-Coach Interactions

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 4
  In Roundtable Session: Fostering Resilience and Agency in Professional Development: Collaborative Learning, Equity, and Teacher-Coach Dynamics (Table 8)

Abstract

In this study, we examined coaches’ discourse during equity-oriented coaching sessions to detail how coaches navigate delicate teacher-coach relationships while pursuing equity-oriented interpretations of observed classroom inequities. Informed by the existing literature on coaching discourse, we used conversation analysis and discursive psychology to analyze how coaches negotiate responsibility and blame with teachers, as well as how they position teachers as knowledgeable. With these lenses, we found two discursive practices (selectively aligning with interpretations and adding evidentiality) that coaches employed while supporting teachers in shifting away from deficit interpretations and towards more equity-oriented interpretations without compromising their relationship with the teacher.

Authors

• Sunghwan Byun, North Carolina State University

• Linsey Paige Brennan, Michigan State University

• Julie Christensen, Michigan State University

• Nickolaus A. Ortiz, Georgia State University

• Niral Shah, University of Washington

• Daniel Reinholz, San Diego State University

• David Stroupe, University of Utah

• M. Danny Caballero, Michigan State University