Coaching for Agency, Authority and Advocacy in Dual Language Bilingual Education DOI Creative Commons
Brandon Sherman, Jennifer Renn, Trish Morita‐Mullaney

и другие.

Education Sciences, Год журнала: 2025, Номер 15(3), С. 328 - 328

Опубликована: Март 6, 2025

In education broadly, and in dual language bilingual (DLBE) specifically, advocacy for marginalized student populations is recognized as a teacher’s responsibility. Yet, represents both an orientation skill set that teachers must develop. Therefore, there need to better understand how can be supported developing their capacity advocate. Approaching terms of teacher agency authority, we look at one form professional learning support, instructional coaching. this comparative qualitative case study, explore experienced coach collaborated with four DLBE help them develop agentive advocates students. We draw on the Vygotsky space theoretical model cases suggest augmentations based findings analysis. Though all made progress growing advocates, constructivist highlights differences pace, scope, action among them. The also three points existing where appeared influence growth: Encounter, appropriation, pre-publication. Insights into coaching, advocacy, have implications supporting agentively advocating students charge beyond.

Язык: Английский

Coaching for Agency, Authority and Advocacy in Dual Language Bilingual Education DOI Creative Commons
Brandon Sherman, Jennifer Renn, Trish Morita‐Mullaney

и другие.

Education Sciences, Год журнала: 2025, Номер 15(3), С. 328 - 328

Опубликована: Март 6, 2025

In education broadly, and in dual language bilingual (DLBE) specifically, advocacy for marginalized student populations is recognized as a teacher’s responsibility. Yet, represents both an orientation skill set that teachers must develop. Therefore, there need to better understand how can be supported developing their capacity advocate. Approaching terms of teacher agency authority, we look at one form professional learning support, instructional coaching. this comparative qualitative case study, explore experienced coach collaborated with four DLBE help them develop agentive advocates students. We draw on the Vygotsky space theoretical model cases suggest augmentations based findings analysis. Though all made progress growing advocates, constructivist highlights differences pace, scope, action among them. The also three points existing where appeared influence growth: Encounter, appropriation, pre-publication. Insights into coaching, advocacy, have implications supporting agentively advocating students charge beyond.

Язык: Английский

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