This metasynthesis presents the collective findings based on a small corpus of studies ( n = 28) that examined literacy coaching in elementary and secondary settings from a relational perspective. We frame our analysis using Lysaker’s notions of relational teaching and theorize that, like classroom teaching, powerful literacy coaching is grounded in dialogic, co-constructive interactions in which the coach and teacher jointly develop new knowledge and skills. Our analysis indicates that the realization of co-construction may be influenced by differential patterns related to positioning and dispositions toward coaching: (a) knowledge flow, (b) distributed expertise, and (c) vulnerability. To explicate these patterns, we present evidence of opportunities that enhanced co-construction and obstacles that reduced co-construction. We conclude by discussing how coaches and teachers can develop reciprocity in coach–teacher relationships and move toward more relational coaching approaches. Finally, we provide directions for future research.
This qualitative study examined coach-teacher interactions among eight teachers, one administrator, and three university-based coaches in one rural elementary school. Framed within a theory of agency, we examined videos of coaching interactions as coaches and teachers debriefed and co-planned vocabulary instructional ideas stemming from a yearlong, schoolwide professional learning opportunity. We found that teachers' agentive actions (i.e., intentionality, autonomy, reflectivity, efficacy doubt, principled resistance) were in response coaches' talk that elicited reflection, sought clarification, expanded on instructional suggestions, and affirmed teachers' contributions to coaching conversations. We also found that teachers' challenges or resistance to presented vocabulary principles and literacy practices were not always acknowledged or taken up by the coaches. We conclude that reconsidering how and why teachers resist coaching suggestions might inform how we support and prepare coaches to work with teachers in ways that value and trust their individual contributions and prompt them to act agentively toward continuous improvement.
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