LAUSR

This paper aims to clarify opportunities for collaborative interactions between cooperating teachers (CTs) and preservice teachers (PTs) in practice-based teacher preparation programs (TPPs). The study aimed to explore the discursive moves that facilitate collaboration between one CT and PT.,Grounded in the critical sociocultural theory, this study applied a qualitative microanalytic approach to the study of coaching interactions for the purpose of understanding why and how collaborative discourse developed between a CT and a PT.,This study of discourse moves within collaborative coaching interactions revealed collaborative interactions developed from strategic repositioning of social roles, which created space for authentic problem-posing by both the CT and the PT, and the co-construction of teaching events, which supported more specific planning toward future lessons; and routine and appreciative use of observational data created space for co-construction and co-inquiry.,This study illuminated the complex social and discursive dance embedded within collaborative interactions. The findings also suggested that the project of co-constructing curriculum with someone is a powerful and necessary experience for a PT because it is through this co-construction that PTs learn how to design meaningful curriculum and critically reflect on practice.,This study offers new understandings around how collaborative talk in educational discourse transpires and why providing opportunities for PTs to take a more active role in their own learning is important.