响应式和指令性读写辅导之间：成就压力、对话精神和认知权威

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-05-20 DOI:10.1016/j.tate.2025.105045

Livat Eshchar-Netz , Aliza Segal

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引用次数: 0

摘要

在响应式方法和指导性方法之间的紧张关系中导航是识字训练中一个有充分记录的挑战。本研究通过考察一所表现不佳的小学的两个相关教练事件来探讨这一挑战，并对固有的等级教练关系中的对话提出问题。使用语言民族志方法，我们分析了教练与导师的互动以及她随后与老师进行相同活动的促进。我们的研究结果强调了社会定位、认知权威和认知人工制品在指导对话中塑造对话可能性的力量。我们认为，战略性地使用共享知识工件，以及指导性指导方法，可能有助于促进对话。

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Between responsive and directive literacy coaching: Achievement pressures, dialogic ethos, and epistemic authority

Navigating tensions between responsive and directive approaches is a well-documented challenge in literacy coaching. This study probes this challenge by examining two related coaching events in one underperforming elementary school, problematizing dialogicity within the inherently hierarchical coaching relationship. Using linguistic ethnographic methods, we analyze a coach's interaction with her mentor and her subsequent facilitation of the same activity with teachers. Our findings highlight the power of social positioning, epistemic authority, and epistemic artifacts to shape possibilities for dialogicity in coaching conversations. We argue that strategic use of shared knowledge artifacts, alongside directive coaching methods, may help scaffold dialogicity.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.