Although
coaching
has
a
long
history
guided
in
the
apprenticeship
or
mentorship
model
(Taylor
&
Garratt,
2013),
research
primarily
focused
on
athlete,
rarely
coach,
and
almost
never
whom
coach
is
serving
as
an
apprentice
to,
being
mentored
supported
by.
Internationally,
this
role
been
termed
‘coach
developer,’
but
formalized
title
of
developer
still
rather
new
concept
(ICCE,
2014),
with
most
working
at
elite
levels.
Therefore,
purpose
study
was
to
explore
roles
responsibilities
United
States
youth
soccer
sport
context,
specifically
within
single
organization.
Using
two-round
modified
Delphi
approach,
six
panelists
agreed
108
184
tasks
were
responsibility
regional
developer,
131
important
51
completed
least
weekly
by
developer.
Of
tasks,
48
be
current
of,
role.
This
increase
from
22
that
identified
organization’s
onboarding
materials.
Furthermore,
one
task
reached
consensus
for
not
importance,
while
20
importance
responsibility.
The
discrepancies
demonstrate
opportunity
growth
echoes
Cale
Abraham
(2016)
Harvey
colleagues
(2021)
recommendation’s
regarding
need
identification
more
specific
knowledge,
skills,
attitudes
positions
order
better
inform
professional
development
opportunities,
especially
those
functioning
context.
Mathematics Education Research Journal,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Jan. 9, 2025
Abstract
In
the
contemporary
educational
landscape
characterised
by
performativity
pressures,
schools
face
increasing
scrutiny
regarding
their
students’
mathematical
outcomes.
Inquiry-based
approaches
in
mathematics
education
offer
promising
potential
to
enhance
reasoning
and
problem-solving
capabilities
across
diverse
student
populations.
However,
transition
from
teacher-centred
methodologies
student-centred,
inquiry-based
presents
significant
challenges
for
educators.
This
scoping
review
examines
reported
professional
learning
aimed
at
building
teacher
capacity
implementing
instruction,
with
improve
engagement
interest
subject.
Here,
refers
a
teacher’s
ongoing
ability
implement
effect
change.
The
provides
insights
into
various
hindrances
learning,
including
substantial
time
investment
required,
teachers’
confidence
levels,
challenge
of
shifting
deeply
ingrained
pedagogical
beliefs.
Conversely,
it
identifies
range
supports
facilitating
this
shift,
ultimate
goal
improving
These
include
school-wide
commitments
providing
opportunities
teachers
actively
collaborate
specialist
educators
mentors
within
institutions.
Findings
underscore
that
is
gradual
process
requiring
sustained
effort
commitment.
foundation
shift
lies
cultivating
school
culture
acknowledges
addresses
complex
needs
both
leaders
learning.
contributes
growing
body
literature
on
development
education,
offering
valuable
educators,
administrators,
policymakers
seeking
instruction
outcomes
through
approaches.
Journal of Teacher Education,
Journal Year:
2024,
Volume and Issue:
76(1), P. 71 - 89
Published: Feb. 26, 2024
Research
on
how
coaches
talk
with
teachers
during
coaching
cycles
is
underdeveloped.
We
analyzed
1,649
discourse
moves
from
24
mathematics
content-focused
to
determine
the
extent
which
coaches’
discursive
tendencies
vary.
explored
variation
between
coaches,
planning
and
debriefing
conversations,
for
same
coach–teacher
pair.
Findings
indicate
there
existed
significant
variability
in
cycles.
also
found
differences
meetings,
noting
that
were
more
directive
less
reflective
conversations
compared
conversations.
Across
multiple
cycles,
we
across
one
coach
increasing
prevalence
of
four
another
Although
focus
findings
methodology
may
be
applicable
other
disciplines.
Mathematical Thinking and Learning,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 27
Published: Jan. 6, 2024
We
developed
an
analytic
framework
related
to
the
suggestions
coaches
provided
mathematics
teachers
as
they
engaged
in
content-focused
coaching
cycles.
analyzed
712
from
nine
and
58
conversations.
Analysis
focused
on
what
suggestion
entailed
how
were
made.
Most
revising
or
adding
a
task
feature
asking
questions
advance
students'
thinking.
not
contingent
happened
during
lesson
specific
clear
about
content
timing,
especially
when
design.
The
least
around
making
student
thinking
public,
with
eliciting
pressing
having
highest
clarity.
found
strong
relationship
between
connection
mathematical
goals
representations.
explain
for
categories
suggestions,
describe
findings,
connect
principles
of
ambitious
teaching
practices.
Computers & Education,
Journal Year:
2023,
Volume and Issue:
203, P. 104843 - 104843
Published: May 26, 2023
Video
coaching
appears
to
be
a
promising
approach
for
teachers'
professional
development,
but
is
not
automatically
productive.
To
our
knowledge,
there
are
no
tools
help
coaches
formatively
assess
the
quality
of
reflective
talk.
Such
tool
needed
realize
potential
video
conversations.
Key
features
minimally
viable
prototype
were
explored
through
mixed-methods
proof-of-concept
study,
focusing
on
(perceptions
of)
added
value,
compatibility,
clarity,
and
tolerance.
A
total
17
participants
with
insight
into
practices
participated
in
an
online
study.
Data
collected
think-aloud
protocols,
interviews,
surveys,
use
logs.
Findings
showed
modest,
yet
concrete
evidence
that
would
worth
developing
further.
First,
users
indicated
it
could
add
value
terms
development
calibration
outweighed
associated
costs.
Second,
was
deemed
compatible
improvement
needs,
though
respondents
pointed
out
attention
should
paid
user
differences,
strengthening
familiarization
opportunities.
Third,
seven
sub-factors
require
explanation
increase
tool's
clarity.
Finally,
appeared
tolerant
various
modalities
use,
reasoning
about
nature
conversations
requires
support.
Together,
results
yield
criteria
can
used
further
evaluation,
findings
extend
current
theory
collaborative
learning
reflection
(pre-
in-service)
teacher
educators.
Overall,
this
study
illustrates
how
digital
technology
facilitate
operationalization
ambiguous
processes
like
talk,
highlights
importance
attending
implementation
early
on.
School Science and Mathematics,
Journal Year:
2024,
Volume and Issue:
unknown
Published: May 25, 2024
Abstract
Coaching
teachers
is
complex
work
as
coaches
must
navigate
multiple
and
competing
roles
of
expert
colleague.
Within
mathematics
education,
there
a
lack
research
exploring
how
enact
their
stance
for
coaching,
balancing
the
colleague,
in
ways
that
best
support
teacher
learning.
Furthermore,
little
known
about
specific
discursive
practices
use
when
enacting
different
stances
during
interactions
with
teachers.
Drawing
on
data
collected
from
one
coaching
cycle
coach–teacher
dyad
instruction,
including
transcripts
two
planning
meetings,
modeled
lesson,
reflection
meeting,
five
semi‐structured
interviews,
this
study
explores
instructional
coach's
enactment
stance.
Qualitative
analyses
indicate
coach
had
goal
responsive
stance,
her
practice
discursively
enacted
stances.
findings
disciplinary
expertise
seemed
to
influence
Implications
are
discussed.
International Journal of STEM Education,
Journal Year:
2023,
Volume and Issue:
10(1)
Published: Feb. 3, 2023
Abstract
Background
Many
studies
have
shown
that
ambitious,
“student
centered”
approaches
to
STEM
instruction
benefit
K-12
student
learning.
However,
relatively
little
research
has
systematically
investigated
the
learning
processes
support
teachers
skillfully
enact
these
challenging
pedagogies.
In
this
study,
we
used
a
mixed-methods,
case-comparison
design
examine
one
kind
of
teacher
routine,
Mental
Simulations
for
Teacher
Reflection
(MSTR),
advancing
robust
in
context
mathematics-focused
instructional
coaching
intervention.
Specifically,
study
draws
from
large,
state-wide
representative
dataset
select
carefully
matched,
contrasting
cases
analyze
quality
coach–teacher
conversations
who
showed
very
similar
baseline
but
then
large
differences
levels
improvement.
We
began
by
qualitatively
coding
detailed
transcripts
selected
pairs
as
they
reflected
on
lesson
artifacts
(i.e.,
plans,
work,
and
coach
observations)
using
MSTR
an
analytical
lens.
Next,
quantitative
analyses
were
conducted
determine
extent
which
mental
simulations
characterized
significant
high-
vs.
low-instructional
growth
pairs.
Lastly,
additional
qualitative
explored
finer-grain
distinctions
simulation
talk
low-growth
Results
Quantitative
high-growth
significantly
more
likely
engage
compared
their
counterparts.
Moreover,
much
initiate
raise
ambiguity
or
problem
discussion)
well
complete
generate
weigh
alternative
strategies)
routine.
Qualitative
further
revealed
engaging
teachers’
in-depth
pedagogical
reasoning
connect
specific
teaching
moves
conceptual
goals
was
key
distinction
coaches.
Conclusions
These
findings
indicate
captured
meaningful
variation
context.
Notably,
all
coaches
discussed
same
topics
with
teaching–learning
dimensions)
engaged
training
did
not
explicitly
include
MSTR,
suggesting
possibility
implicit
process
effective
This
thus
offers
insight
into
‘black
box’
how
it
can
be
supported
professional
contexts.
