PME-NA

Teachers’ Perceptions of Coaching: How Coaching Cycles Support Teachers Implementing Ambitious Teaching Practices

• In Event: Mathematics Coaching

Description

This study analyzed 18 teachers’ perceptions after participating in one-on-one coaching cycles to understand how coaching provided conceptual, affective, and practical support as teachers implemented ambitious teaching practices. By triangulating three data sources, our findings indicated coaching provided nearly all teachers with high levels of practical support as they navigated individual implementation challenges. Furthermore, our findings showed that most teachers also reported coaching either increased their conceptual understanding of ambitious teaching and/or improved their affective states with respect to teaching mathematics. Through numeric counts and illustrative examples of teacher-reported conceptual, affective, and practical outcomes, we provide evidence that the potential of one-on-one coaching may be rooted in its ability to provide teachers with diverse and customized support.

Authors

• Ryan Gillespie, University of Idaho

• Brett Berry, University of Idaho

• Sarah Tegeler, University of Idaho

• Adam Hanan, University of Idaho

• Evthokia Stephanie Saclarides, University of Cincinnati