Coaching to develop teacher professional noticing: planning with students and mathematics in mind

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mentoring and Coaching in Education Pub Date : 2021-06-17 DOI:10.1108/IJMCE-10-2020-0064

Paula M. Jakopovic

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引用次数: 0

Abstract

PurposeThis paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected, collaborative coaching cycles.Design/methodology/approachNarrative analysis is used to examine observations of a mathematics coach and novice teacher to better understand the role of the coach in helping teachers attend to ambitious mathematics teaching (AMT) practices.FindingsThe initial findings of this study suggest that intentional use of focused goals, iterative coaching cycles and a gradual release model of coaching can support shifts in noticing of AMT from being led by the coach to being facilitated by the teacher.Originality/valueThis study offers new insights into the functions of mathematics coaching that can foster shifts in teacher noticing and practice toward AMT. It contributes to the literature on what mathematics coaching looks and sounds like in the context of conversations with teachers, as well as the potential influence that structured, intentional, ongoing coaching supports can have on teacher noticing.

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培养教师专业注意:以学生和数学为中心进行规划

目的本文研究了有意的数学辅导实践如何通过相互联系的协作辅导周期，培养教师对“雄心勃勃的教学实践”（NCTM，2020）的专业注意。设计/方法论/方法叙述分析用于检查数学教练和新手教师的观察结果，以更好地理解教练在帮助教师参与雄心勃勃的数学教学（AMT）实践中的作用。研究结果本研究的初步发现表明，有意使用集中目标、迭代辅导周期和循序渐进的辅导模式可以支持AMT的注意从由教练引导转变为由教师促进。独创性/价值这项研究为数学辅导的功能提供了新的见解，可以促进教师注意和实践向AMT的转变。它有助于研究数学辅导在与教师对话的背景下的样子和声音，以及结构化、有意、持续的辅导支持对教师注意的潜在影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Mentoring and Coaching in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

33.30%

发文量

期刊介绍： The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.