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<p>Mathematics teaching is complex, involving the skilled enactment of practices coupled with responsive decision-making in the moment. Preparing teachers for the skilled enactment of ambitious practices demands teacher learning designs embedded in practice. This study contributes to the effort to articulate such designs by describing side-by-side coaching and examining what three elementary mathematics teachers learned from working with a coach in their classrooms for 7–8 sessions during 1&#xa0;month of teaching. Qualitative analysis of video records of case study teachers’ practice before and after coaching found three substantive and shared shifts: increased eliciting of student thinking, increased open-ended questions, and an expanded repertoire of moves to support meaning-making. This study adds further support for practice-based approaches and provides evidence of teacher learning outcomes for a one-on-one coaching design.</p>

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Growing practice in place: evidence of teacher learning from side-by-side coaching

  • 期刊论文

  • 发表日期：

    2025年6月13日

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  • Jen Munson

摘要

Mathematics teaching is complex, involving the skilled enactment of practices coupled with responsive decision-making in the moment. Preparing teachers for the skilled enactment of ambitious practices demands teacher learning designs embedded in practice. This study contributes to the effort to articulate such designs by describing side-by-side coaching and examining what three elementary mathematics teachers learned from working with a coach in their classrooms for 7–8 sessions during 1 month of teaching. Qualitative analysis of video records of case study teachers’ practice before and after coaching found three substantive and shared shifts: increased eliciting of student thinking, increased open-ended questions, and an expanded repertoire of moves to support meaning-making. This study adds further support for practice-based approaches and provides evidence of teacher learning outcomes for a one-on-one coaching design.