Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities

Autor/inn/en	Gibbons, Lynsey K.; Cobb, Paul
Titel	Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities
Quelle	In: Journal of Teacher Education, 68 (2017) 4, S.411-425 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487117702579
Schlagwörter	Coaching (Performance); Learning Activities; Educational Opportunities; Instructional Improvement; Inservice Teacher Education; Preservice Teacher Education; Literature Reviews; Mathematics Teachers; Science Teachers; Program Design; Educational Policy; Training Methods; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lernaktivität; Bildungsangebot; Bildungschance; Unterrichtsqualität; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Programme design; Programmaufbau; Programmplanung; Politics of education; Bildungspolitik; Didaktik; Trainingsmaßnahme
Abstract	Instructional improvement initiatives in many districts include instructional coaching as a primary form of job-embedded support for teachers. However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction. When researchers do propose activities, they rarely justify why those activities might support teacher learning. Drawing on the preservice and inservice teacher education literatures, we present a conceptual analysis of learning activities that have the potential to support mathematics and science teachers to improve practice. We argue that our analysis can inform research on mathematics and science coaching, coaching policies, and the design of professional learning for coaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01