Discomforts and Seeing Beyond Through Anti-Oppressive Coaching Practices

• In Event: Situating Relational Care and Criticality in Clinically Based Teacher Education

Abstract

We have taken note of the “unknowability” (Kumashiro, 2001) that comes with supporting TCs during their experiences, and we realized that our role as field coaches must encompass more than best practices as we strive toward equity and justice. This qualitative study draws on inquiry as stance (Cochran-Smith & Lytle, 2009) to explore affordances, constraints, and other experiences that emerged as we implemented anti-oppressive coaching questions with TCs in their field placements. By analyzing interviews with TCs, seed journals, reflections, and memos we found that shifting our coaching practices was often uncomfortable for TCs and for us, but resulted in important learning that supported TCs in seeing beyond the current lesson to larger issues and experiences connected to teaching.

Authors

• Chelsea Kent Desalvo, University of Colorado - Boulder

• Andrea Marie LeMahieu Glaws, University of Colorado - Boulder

• Daniel Moore, University of Colorado - Boulder