Discourse Moves and Specialized Forms of Knowledge in Technology Integration Coaching Conversations

• In Event: Students and Technology-Facilitated Learning

Abstract

We examined the content and structure of technology integration coaching conversations between district coaches and classroom teachers as part of a professional development program for technology integration. For this study, two district technology integration specialists video-recorded individual coaching sessions with teachers. We found that coaches in this study engaged in acts of both responsive and directive coaching in each session and drew upon several forms of knowledge, including knowledge of concepts of practice, defined as the understanding of the academic and practitioner-facing literature on evidence-based strategies for improving teaching and learning.

Authors

• Robert Daniel Wachtel Pronovost, Stanford University
  Presenting Author

• Victor R. Lee, Stanford University
  Presenting Author