What Does It Mean to Say Coaching Is Relational?

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 t...

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Bibliographic Details
Published in:Journal of literacy research 2020-03, Vol.52 (1), p.55-78
Main Authors: Robertson, Dana A., Padesky, Lauren Breckenridge, Ford-Connors, Evelyn, Paratore, Jeanne R.
Format: Article
Language:English
Subjects:
Classroom communication
Coaching
Coaching (Performance)
Elementary Secondary Education
Emotional Response
Expertise
Interpersonal Relationship
Knowledge Level
Literacy
Literacy Education
Power Structure
Risk
Teachers
Teaching
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Summary: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.
ISSN:1086-296X
1554-8430
DOI:10.1177/1086296X19896632