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ERIC Number: EJ1151178
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4871
EISSN: N/A
Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities
Gibbons, Lynsey K.; Cobb, Paul
Journal of Teacher Education, v68 n4 p411-425 Sep-Oct 2017
Instructional improvement initiatives in many districts include instructional coaching as a primary form of job-embedded support for teachers. However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction. When researchers do propose activities, they rarely justify why those activities might support teacher learning. Drawing on the preservice and inservice teacher education literatures, we present a conceptual analysis of learning activities that have the potential to support mathematics and science teachers to improve practice. We argue that our analysis can inform research on mathematics and science coaching, coaching policies, and the design of professional learning for coaches.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0830029; ESI0554535