Literaturnachweis - Detailanzeige
| Autor/inn/en | Chval, Kathryn B.; Arbaugh, Fran; Lannin, John K.; van Garderen, Delinda; Cummings, Liza; Estapa, Anne T.; Huey, Maryann E. |
|---|---|
| Titel | The Transition from Experienced Teacher to Mathematics Coach: Establishing a New Identity |
| Quelle | In: Elementary School Journal, 111 (2010) 1, S.191-216 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-5984 |
| DOI | 10.1086/653475 |
| Schlagwörter | Educational Environment; Teachers; Literature; Mathematics Education; Mathematics Instruction; Coaching (Performance); Elementary School Teachers; Identification |
| 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. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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