Journal article
THE TRANSITION FROM EXPERIENCED TEACHER TO MATHEMATICS COACH Establishing a New Identity
The Elementary school journal, Vol.111(1), pp.191-216
09/01/2010
DOI: 10.1086/653475
Abstract
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.
Details
- Title: Subtitle
- THE TRANSITION FROM EXPERIENCED TEACHER TO MATHEMATICS COACH Establishing a New Identity
- Creators
- Kathryn B. Chval - University of MissouriFran Arbaugh - Pennsylvania State UniversityJohn K. Lannin - University of MissouriDelinda van Garderen - University of MissouriLiza Cummings - University of MissouriAnne T. Estapa - University of MissouriMaryann E. Huey - University of Missouri
- Resource Type
- Journal article
- Publication Details
- The Elementary school journal, Vol.111(1), pp.191-216
- Publisher
- Univ Chicago Press
- DOI
- 10.1086/653475
- ISSN
- 0013-5984
- eISSN
- 1554-8279
- Number of pages
- 26
- Language
- English
- Date published
- 09/01/2010
- Academic Unit
- Psychological and Quantitative Foundations; Teaching and Learning
- Record Identifier
- 9984371081302771
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