LAUSR

Abstract How can coaching disrupt the “practice makes practice” (Britzman, 2003) cycle, in which practices are repeated through apprenticeship without critical examination? Through an inductive analysis of six coaching conferences, we examine how collaborative coaching among a preservice teacher, a cooperating teacher, and a field supervisor contributed to one preservice teacher's construction of knowledge for teaching. Our focus is on tensions across four domains —teacher identity, curriculum, instruction and community—that emerged in the coaching conversations. We report how coaching expanded these tensions, highlighted the hybridity in those tensions, and positioned the preservice teacher as agentic.