Literaturnachweis - Detailanzeige
Autor/inn/en | Campbell, Patricia F.; Malkus, N. N. |
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Titel | The mathematical knowledge and beliefs of elementary mathematics specialist-coaches. |
Quelle | In: ZDM : mathematics education, 46 (2014) 2, S. 213-225
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 1863-9690; 1863-9704 |
DOI | 10.1007/s11858-013-0559-6 |
Schlagwörter | Wissen; Lehrerbildung; Mathematik; Mathematikunterricht; Professionalisierung; Coaching |
Abstract | This paper reports on one aspect of a larger research project conducted in the United States that designed and implemented an elementary mathematics, specialist-coach preparation program and evaluated the effect of qualified specialist-coaches on student achievement. The paper discusses a conceptual framework for coaching in which a specialist-coach is to serve as a "more knowledgeable other" for a community of practice in a school, and ultimately to impact both the knowledge and professional practice of teachers and the school's mathematics program as a whole. Specialist-coaches have unique opportunities and challenges in this daunting task, and the paper discusses one program designed to prepare well-respected teachers for the transition to the role and responsibilities of a specialist-coach. The reported analyses document changes in specialist-coaches' mathematical content knowledge, mathematical knowledge for teaching, and beliefs regarding mathematics teaching and learning over the preparation program and during the specialist-coaches' first years of service in a school. These specialist-coaches' mathematical content knowledge grew and their beliefs became more aligned with a making sense perspective during the preparation program, and their changed state persisted throughout 2-3 years of service as specialist-coaches. Evidence addressing the specialist-coaches' mathematical knowledge for teaching was mixed, but suggested that growth occurred both during the preparation program and in their first year of coaching, stabilizing in the years following. |
Erfasst von | FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur |
Update | 2014/4 |