Purpose

The purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2) capture the roles of the coach as convener of dialogue for teacher development as well as facilitator of design for learning.

Design/methodology/approach

Two coaching sessions with preservice science teachers are analysed using two forms of discourse analysis: (1) the T-SEDA coding scheme (Vrikki et al., 2019) to analyse the dialogic interaction; and (2) a novel coding scheme to show the development of the design for learning over time. A synthetic representation is developed that combines and communicates the results of both analyses.

Findings

Results show a novel way of representing coaching sessions with teachers during design for learning. Theoretical claims about the utility of this representation are made with reference to the literature.

Practical implications

The representations and methods for developing them are useful to researchers in analysing coaching sessions. They have application for helping coaches to communicate their practice with one another. They are a step towards understanding the scalability and transferability of coaching programmes for school improvement.

Originality/value

The paper highlights shortcomings of existing representations for teacher coaching sessions and produces a novel representation that has value for researchers.

中文翻译：

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代表教师辅导课程：了解发展教师为学习而设计的能力的辅导

目的

本文的目的是开发教师辅导课程的表述，其 (1) 有助于将课程传达给其他教练或研究人员，以及 (2) 体现教练作为教师发展对话的召集者和促进者的角色。为学习而设计。

设计/方法/方法

使用两种形式的话语分析来分析与职前科学教师的两次辅导课程：（1）T-SEDA 编码方案（Vrikki等，2019）分析对话互动；(2) 一种新颖的编码方案，以显示随着时间的推移学习设计的发展。开发了一种综合表示，它结合并传达了两种分析的结果。

发现

结果显示了一种在学习设计期间代表与教师的辅导课程的新颖方式。关于这种表示的效用的理论主张是参考文献做出的。

实际影响

开发它们的表征和方法对研究人员分析辅导课程很有用。他们有申请帮助教练互相交流他们的练习。它们是了解学校改进辅导计划的可扩展性和可转移性的一步。

原创性/价值

该论文强调了教师辅导课程现有表示的缺点，并提出了一种对研究人员有价值的新颖表示。