Exploring the Discursive Variability of Mathematics Coaches

Abstract

Research on how coaches talk with teachers during coaching cycles is underdeveloped. We analyzed 1,649 discourse moves from 24 mathematics content-focused coaching cycles to determine the extent to which coaches’ discursive tendencies vary. We explored variation between coaches, between planning and debriefing conversations, and between cycles for the same coach–teacher pair. Findings indicate there existed significant variability in the coaches’ discourse moves during coaching cycles. We also found discursive differences from planning to debriefing meetings, noting that coaches were more directive and less reflective in planning conversations compared with debriefing conversations. Across multiple coaching cycles, we found variation across coaches, with one coach increasing the prevalence of directive moves across four planning conversations and another increasing the prevalence of reflective moves across four debriefing conversations. Although we focus on mathematics coaches, the findings and methodology may be applicable to other disciplines.