Navigating learning and instrumental obligations to resolve divergent perspectives in coaching conversations

Artigo2026

Jeffrey Choppin; Julie Amador; Cynthia D. Carson; Ryan Gillespie

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Resumo

Abstract We explored how three coaches following a content-focused-coaching [CFC] model conducted lesson planning meetings with teachers. We used the lens of obligations to study how the coaches navigated two obligations central to the CFC model. The first obligation, the instrumental obligation, refers to the obligation to produce a lesson plan, which we attribute to the institutional and personal obligations described by Herbst and Chazan (ZDM 44:601–12, 2012). The second obligation, the learning obligation, refers to the obligation to push teachers’ thinking with respect to learning disciplinary content, which we attribute to disciplinary and interpersonal obligations described by Herbst and Chazan (ZDM 44:601–12, 2012). We studied the interplay between these two obligations, with a particular emphasis on how this interplay influenced how the participants resolved divergent perspectives that emerged during the planning conversations. We used a collective case study Stake (in: Denzin (ed) Handbook of qualitative research. Sage, 2000) of three coaches who were involved in a larger project; the three cases were selected due to the relatively strong emphasis on the learning obligation. The implications of our study are that coaches following the CFC model should anticipate which divergent perspectives are likely to emerge and make tentative plans for how to address them in the conversation.

Dados da obra

Tipo: Artigo
Periódico: Discover Education, v. 5, n. 1
Editora: Springer
Ano: 2026 (2026-02)
Idioma: en
Palavras-chave: Mathematics education; Content-focused coaching; Teacher professional learning
DOI: 10.1007/s44217-026-01263-w
ISSN: 2731-5525
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
CHOPPIN, Jeffrey et al.. Navigating learning and instrumental obligations to resolve divergent perspectives in coaching conversations. Discover Education, v. 5, n. 1, 2026. DOI: https://doi.org/10.1007/s44217-026-01263-w.

APA

Choppin, J., Amador, J., Carson, C. D., & Gillespie, R. (2026). Navigating learning and instrumental obligations to resolve divergent perspectives in coaching conversations. Discover Education, 5(1). https://doi.org/10.1007/s44217-026-01263-w

BibTeX

@article{choppin2026,
  author = {Choppin, Jeffrey and Amador, Julie and Carson, Cynthia D. and Gillespie, Ryan},
  title = {Navigating learning and instrumental obligations to resolve divergent perspectives in coaching conversations},
  year = {2026},
  journal = {Discover Education},
  volume = {5},
  number = {1},
  publisher = {Springer},
  doi = {10.1007/s44217-026-01263-w},
  language = {en}
}

RIS

TY  - JOUR
AU  - Choppin, Jeffrey
AU  - Amador, Julie
AU  - Carson, Cynthia D.
AU  - Gillespie, Ryan
TI  - Navigating learning and instrumental obligations to resolve divergent perspectives in coaching conversations
PY  - 2026
JO  - Discover Education
VL  - 5
IS  - 1
DO  - 10.1007/s44217-026-01263-w
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS