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Coaching in Practice‐Based Literacy Education Courses
Author(s) -
Husbye Nicholas E.,
Wessel Powell Christy,
Vander Zanden Sarah,
Karalis Tiffany
Publication year - 2018
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1692
Subject(s) - coaching , psychology , literacy , pedagogy , mathematics education , reflection (computer programming) , teacher education , teaching method , literacy education , professional development , computer science , programming language , psychotherapist
As teacher education programs shift to more practice‐based methods in the preparation of literacy teachers, the ways in which teacher educators support the learning of their preservice teachers ( PST s) becomes paramount. In an effort to support PST s in developing competency in instructional literacy routines, coaching has been found to support PST s’ understandings of how to teach for student learning. In this article, three approaches to coaching are explored: rehearsals, a modified behind‐the‐glass approach, and structured video reflection. Drawing from rich examples of practice, attention is paid to the ways each method of coaching supports novice teachers in developing competency and the contexts in which each is used.