Journal Article

The Transition from Experienced Teacher to Mathematics Coach: Establishing a New Identity

Arbaugh, Fran, Cummings, Liza, Estapa, Anne T., Lannin, John K., Huey, Maryann E., van Garderen, Delinda, Chval, Kathryn B.

2010

Overview

This study draws on the theoretical underpinnings of the research literature in identity and investigates the transition from experienced teacher to novice mathematics coach. The 4 components of a math coach's identity (coach as supporter of teachers, coach as supporter of students, coach as learner, and coach as supporter of the school-at-large) that this study highlights were enacted by the beginning coaches on their school stage and negotiated with their audience (i.e., teachers, principals) as they attempted to fulfill these roles within the school environment. By examining the roles, expectations, and interactions of first-year mathematics coaches, we deepen our understanding of the demands placed on novice mathematics coaches as they assume new roles and identities.

• Publisher: The University of Chicago,University of Chicago Press,University of Chicago, acting through its Press
• Subject: Coaching / Coaching (Performance) / Educational Environment / Elementary school mathematics / Elementary School Teachers / Identification / Learning / Literature / Mathematical knowledge / Mathematics / Mathematics curricula / Mathematics Education / Mathematics Instruction / Mathematics teachers / Roles / School environment / Studies / Teachers / Teaching methods