Abstract
Practice-embedded learning opportunities close the gap between professional development and practice. Side-by-side coaching can serve as such a learning opportunity by situating the teacher and coach in co-participation in the teacher's classroom. In this paper, we decompose side-by-side coaching drawing on Rogoff's (1995) constructs of guided participation and appropriation to demonstrate how co-participation can provide varied learning opportunities for teachers. We found that during side-by-side coaching teachers and coaches moved between seven forms of guided participation and opportunities for appropriation of practice. We discuss the adaptability of side-by-side coaching as a practice-embedded teacher learning opportunity and discuss implications for design.
Original language | English (US) |
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Article number | 100807 |
Journal | Learning, Culture and Social Interaction |
Volume | 45 |
DOIs | |
State | Published - Apr 2024 |
Bibliographical note
Publisher Copyright:© 2024 Elsevier Ltd
Keywords
- Coaching
- Practice-based teacher education
- Professional development
- Sociocultural learning theory
- Teacher learning