Collaborative sensemaking through side-by-side coaching: Examining in-the-moment discursive reasoning opportunities for teachers and coaches

Jen Munson, Elizabeth B. Dyer

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations

Abstract

Instructional coaching has emerged as a potential support to mathematics teacher learning, but little research has investigated the nature of coach-teacher interactions that support this learning. This paper presents an illustrative case of how a math coach and teacher collaboratively make sense of a lesson during side-by-side coaching. Findings indicate that the teacher-coach interactions included talk at three altitudes: within, across, and beyond moments of the lesson. Additionally, collaborative sensemaking happened briefly during the lesson, but was more extended at the end of the lesson. These findings show how side-by-side coaching can provide opportunities for collective sensemaking and point to its potential rhythms across a lesson.

Original languageEnglish (US)
Title of host publication14th International Conference of the Learning Sciences
Subtitle of host publicationThe Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
EditorsMelissa Gresalfi, Ilana Seidel Horn
PublisherInternational Society of the Learning Sciences (ISLS)
Pages1831-1838
Number of pages8
ISBN (Electronic)9781732467286
StatePublished - 2020
Event14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States
Duration: Jun 19 2020Jun 23 2020

Publication series

NameComputer-Supported Collaborative Learning Conference, CSCL
Volume4
ISSN (Print)1573-4552

Conference

Conference14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/TerritoryUnited States
CityNashville
Period6/19/206/23/20

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

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