"Prospective teachers experience the complexity of teaching from the moment they start their field placement. Experiencing this complexity without adequate professional guidance could prevent prospective teachers from enacting in practice what is learned in teacher preparation programs. In this dissertation, I explore the ways in which I used onsite coaching moves such as modeling and dialogic feedback in my work coaching two elementary interns throughout their participation in a professional development program to appropriate instructional strategies for differentiating instruction in general education classrooms. I seek to understand interns' responses to these coaching moves and implications on the development of interns' teaching practice. In Chapter One, I explore the IDEAL framework which helped me understand how the onsite coaching cycle. In Chapter Two, I explore the types of feedback provided on lesson plans and planning sessions to support teacher learning. In Chapter Three, I explore onsite modeling and dialogic feedback to scaffold prospective teachers' enactment of new instructional strategies. In Chapter Four, I share an approach to onsite coaching that has implications for field supervision to support prospective teachers' enactment and appropriation of new instructional strategies in their field placements. All chapters are related to exploring prospective teachers' enactment and appropriation of new instructional strategies in the context of developing their teaching practice."--Page ii.
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