Intertextuality in Instructional Coaching: An Investigation of Video Self-Reflection With a Framework

• In Event: Roundtable Session 13
  In Roundtable Session: Mindfulness and Self-Reflection

Abstract

This case study of an experienced secondary social studies teacher of English language learners investigated the development of a reflective stance toward teaching and learning through instructional coaching. Coaching, conducted by the researcher, included collaborative lesson planning, classroom visits, and video self-analysis by the teacher using a reflection framework. A sociocultural framework informed the implementation of the study and data analysis. Findings showed the importance of shared context, uptake, and enactment in teacher development. Sustained development of the teacher’s thinking and practice corresponded with the proposal of multiple intertextual references by the coach and rendering the teacher’s intertextual references socially significant. Enactment of the collaboratively planned lesson then led to further teacher-initiated reflection and increased opportunities for students’ authentic talk.

Author

• Jennifer Reichenberg, University at Buffalo - SUNY