NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ913206
Record Type: Journal
Publication Date: 2010-Sep
Pages: 26
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-5984
The Transition from Experienced Teacher to Mathematics Coach: Establishing a New Identity
Chval, Kathryn B.; Arbaugh, Fran; Lannin, John K.; van Garderen, Delinda; Cummings, Liza; Estapa, Anne T.; Huey, Maryann E.
Elementary School Journal, v111 n1 p191-216 Sep 2010
This study draws on the theoretical underpinnings of the research literature in identity and investigates the transition from experienced teacher to novice mathematics coach. The 4 components of a math coach's identity (coach as supporter of teachers, coach as supporter of students, coach as learner, and coach as supporter of the school-at-large) that this study highlights were enacted by the beginning coaches on their school stage and negotiated with their audience (i.e., teachers, principals) as they attempted to fulfill these roles within the school environment. By examining the roles, expectations, and interactions of first-year mathematics coaches, we deepen our understanding of the demands placed on novice mathematics coaches as they assume new roles and identities.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A