Teachers' Questions about Coaching: Pathways to Productive Collaborations

Autor/inn/en	L'Allier, Susan K.; Brown, Erin M.
Titel	Teachers' Questions about Coaching: Pathways to Productive Collaborations
Quelle	In: Reading Teacher, 75 (2021) 2, S.197-206 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2048
Schlagwörter	Coaching (Performance); Literacy; Teacher Collaboration; Teacher Role; Teacher Responsibility + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerkooperation; Lehrerrolle; Lehrverpflichtung
Abstract	Much has been written about the roles and responsibilities of literacy coaches, including the ways in which they can effectively communicate and work with teachers. Teachers, however, are often less certain about their roles and responsibilities when working with coaches. Many teachers also lack a clear picture of the varied opportunities available for collaborating with coaches. These uncertainties can be minimized by employing some school-wide and individualized communication routines to assure common understandings at the beginning and throughout a coaching initiative or a coaching cycle. Focusing on the teacher perspective and common questions about coaching, the authors provide research-supported ways that teachers and coaches can engage in productive collaborations. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01