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首页> 外文期刊>Journal of mathematics teacher education >Variations in coaching knowledge and practice that explain elementary and middle school mathematics teacher change
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Variations in coaching knowledge and practice that explain elementary and middle school mathematics teacher change

机译：解释小学数学教师改变的教练知识与实践的变化

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摘要

This study investigated relationships between changes in certain types of coaching knowledge and practices among mathematics classroom coaches and how these explain changes in the attitudes, knowledge, and practice of the teachers they coach. Participants in this study were 51 school-based mathematics classroom coaches in the USA and 180 of the teachers whom they coached between 2009 and 2014. The participating coaches were recruited from schools that hired their own coaches independently from this research project. This study found evidence that improvements in coaches’ use of practices recommended by particular coaching models are related to improvements in teachers’ mathematical knowledge for teaching. The study also found that improvements in coaches’ self-assessment of their own coaching skills are related to improvements in teachers’ mathematics content knowledge for teaching, mathematics teaching practices, and attitudes about self-efficacy for teaching mathematics. The study did not detect relationships between changes in coaches’ mathematics knowledge and changes in teachers’ knowledge or practices.
机译：本研究调查了数学课堂教练之间某些类型教练知识和实践之间的变化的关系以及这些教师的态度，知识和实践的变化。本研究中的参与者是美国的51个学校数学课堂教练，2009年至2014年之间的教师180名教师。参加教练被招聘了学校，这些教练独立于本研究项目聘请自己的教练。本研究发现证据表明，教练建议的教练使用特定教练模型建议的做法有关教师教学数学知识的改进有关。该研究还发现，教练对自己的教练技巧的自我评估的改进与教师数学内容知识，数学教学实践的改善有关，以及对教学数学的自我效能感的态度。该研究没有发现教练数学知识和教师知识或实践变化之间的关系。

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