Growing Practice in Place: Evidence of Teacher Learning from Side-by-Side Coaching

Artigo2026

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Resumo

Mathematics teaching is complex, involving the skilled enactment of practices coupled with responsive decision-making in the moment. Preparing teachers for the skilled enactment of ambitious practices demands teacher learning designs embedded in practice. This study contributes to the effort to articulate such designs by describing side-by-side coaching and examining what three elementary mathematics teachers learned from working with a coach in their classrooms for 7-8 sessions during 1 month of teaching. Qualitative analysis of video records of case study teachers' practice before and after coaching found three substantive and shared shifts: increased eliciting of student thinking, increased open-ended questions, and an expanded repertoire of moves to support meaning-making. This study adds further support for practice-based approaches and provides evidence of teacher learning outcomes for a one-on-one coaching design.

Dados da obra

Tipo: Artigo
Periódico: Journal of Mathematics Teacher Education
Ano: 2026
Idioma: en
Palavras-chave: Mathematics Teachers; Mathematics Instruction; Coaching (Performance); Elementary School Teachers; Faculty Development; Instructional Design
ISSN: 1386-4416
Acesso: Metadados apenas
Fontes: ERIC — Education Resources Information Center
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MUNSON, Jen. Growing Practice in Place: Evidence of Teacher Learning from Side-by-Side Coaching. Journal of Mathematics Teacher Education, 2026. Disponível em: http://dx.doi.org/10.1007/s10857-025-09708-z. Acesso em: 5 nov. 2026.

APA

Munson, J. (2026). Growing Practice in Place: Evidence of Teacher Learning from Side-by-Side Coaching. Journal of Mathematics Teacher Education. http://dx.doi.org/10.1007/s10857-025-09708-z

BibTeX

@article{munson2026,
  author = {Munson, Jen},
  title = {Growing Practice in Place: Evidence of Teacher Learning from Side-by-Side Coaching},
  year = {2026},
  journal = {Journal of Mathematics Teacher Education},
  url = {http://dx.doi.org/10.1007/s10857-025-09708-z},
  language = {en}
}

RIS

TY  - JOUR
AU  - Munson, Jen
TI  - Growing Practice in Place: Evidence of Teacher Learning from Side-by-Side Coaching
PY  - 2026
JO  - Journal of Mathematics Teacher Education
UR  - http://dx.doi.org/10.1007/s10857-025-09708-z
LA  - en
ER  -

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