Supporting Teacher Learning during Modeled Mathematics Instruction: Findings from One Coach-Teacher Dyad

Autor/in	Saclarides, Evthokia Stephanie
Titel	Supporting Teacher Learning during Modeled Mathematics Instruction: Findings from One Coach-Teacher Dyad
Quelle	In: Journal of Mathematics Education at Teachers College, 14 (2023) 1, S.11-19 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Faculty Development; Mathematics Instruction; Coaching (Performance); Modeling (Psychology); Interpersonal Relationship; Elementary School Teachers; Mathematics Teachers; Oral Language; Written Language; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Modeling; Modelling; Modellierung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache
Abstract	Although modeling instruction has been identified as a productive professional development activity that coaches can use with teachers in their classrooms, coaches are provided with little guidance regarding how to support teacher learning as they model mathematics instruction. While previous research points to the importance of providing teachers with examples of high-quality instruction through the coach's model, teachers may need additional support as instruction unfolds to make sense of what they are observing. As part of the current study, I partnered with one mathematics coach and explored how she explicitly sought to augment teacher learning while modeling mathematics instruction. Findings indicate that the coach leveraged three approaches: engaging the teacher in verbal asides during modeled instruction, providing the teacher with written asides in the scripted lesson plan, and scaffolding the observing teacher's responsibilities. Implications are provided for research and practice. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: https://jmetc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01