“Even when it was hard, you pushed us to improve”: Emotions and teacher learning in coaching conversations

McGugan, Katherine Schneeberger; Horn, Ilana Seidel; Garner, Brette; Marshall, Samantha A.

doi:10.1016/j.tate.2022.103934

Cited by 5 publications

(3 citation statements)

References 55 publications

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“…54 Teacher−teacher feedback should therefore instigate a sense of pedagogical discontentment, 55 giving rise to pedagogical conceptual change 7 and even a reshaping of one's core teaching identity. 56 Thompson and Zeuli 57 furthermore described coinciding requirements for teachers' transformative rethinking. These include initially generating sufficient cognitive dissonance between teachers' beliefs and practices with various components of teaching such as students' ideas, discipline-specific content, and pedagogical principles.…”

Section: ■ Theoretical Frameworkmentioning

confidence: 99%

“…Feedback should assist teachers in expanding their views so the epistemological differences between traditional and reform-based teaching can be more easily discerned . Teacher–teacher feedback should therefore instigate a sense of pedagogical discontentment, giving rise to pedagogical conceptual change and even a reshaping of one’s core teaching identity …”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction

Wu,

Yezierski

2023

J. Chem. Educ.

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Teacher−teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies have reported that avoiding critique and providing excessively generic information can hinder pedagogical inquiry and adoption of reform-based instruction. To better understand the nuances of socio-pedagogical norms for chemistry-specific settings, we investigate the conversational functions and the ways in which teacher−teacher feedback addresses macroscopic, symbolic, and particulate levels of representation within lessons they experienced as students. We deductively coded 16 instances of feedback provided by eight VisChem Institute-2 teacher participants. Results from the first phase of analyses indicate that teacher−teacher feedback largely comprised of praise with few instances of critique. The second phase of analyses shows that teacher−teacher feedback most frequently referenced the particulate level. Synthesizing the results, we find that more chemistry-specific topics were referenced in conversational functions that prepare teachers for pedagogical change. Our findings suggest foregrounding the particulate level may support teachers' critical engagement with each other. We thus recommend that teacher educators and professional developers base mutual engagement, shared repertoire, and the joint enterprise on the particulate level when constructing a community of reformed chemistry teaching practice. We also provide insights on how our findings can be adapted for chemistry graduate teaching assistants and raise new questions about investigating spiraling, dialogic forms of feedback.

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Section: ■ Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction

Wu,

Yezierski

2023

J. Chem. Educ.

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“…Especially relevant was the point relating to the difficulty in monitoring participants' feelings and reactions during the intervention, potentially creating scope for harm (2021b: 18). As Katherine Schneeberger McGugan et al (2023) highlight, coaching can evoke so-called edge-emotions that can be experienced negatively. To minimize risk, the interventions were therefore designed so that topics likely to be overly sensitive were not included (e.g., traumatic translator experiences) and coaching activities were chosen carefully.…”

Section: Ethical Considerationsmentioning

confidence: 99%

Psychological sustainability in the translation professions

Hubscher-Davidson

2024

mikael

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Psychological sustainability is increasingly recognised as an important component of professional development, and it is known to influence worker well-being and career success. Nevertheless, there is little information available on professional translators’ psychological sustainability. The aim of this study was to explore whether a two-hour focused intervention could make a difference in this respect. Drawing on established psychological frameworks, two intervention studies with CIoL linguists and UN translation staff were delivered targeting emotional skills and making use of a workshop design and a coaching approach. Findings from the post-intervention questionnaire data (n=94) revealed that language professionals perceive this type of intervention to be relevant and useful for their job, and that emotional skills learned can influence future work behaviours. Findings from open comments suggested specific ways in which interventions can develop psychological and career sustainability. The study concludes with a discussion of its limitations and practical implications for future intervention studies with translators.

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Facilitators' specific discourse strategies to construct socio-emotional dynamics promoting collaboration and dialogue in teachers’ professional development

Onrubia,

Minguela,

Roca

2024

Teaching and Teacher Education

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“Even when it was hard, you pushed us to improve”: Emotions and teacher learning in coaching conversations

Cited by 5 publications

References 55 publications

Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction

Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction

Psychological sustainability in the translation professions

Facilitators' specific discourse strategies to construct socio-emotional dynamics promoting collaboration and dialogue in teachers’ professional development

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