Coaching to develop teacher professional noticing: planning with students and mathematics in mind

Abstract

Purpose

This paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected, collaborative coaching cycles.

Design/methodology/approach

Narrative analysis is used to examine observations of a mathematics coach and novice teacher to better understand the role of the coach in helping teachers attend to ambitious mathematics teaching (AMT) practices.

Findings

The initial findings of this study suggest that intentional use of focused goals, iterative coaching cycles and a gradual release model of coaching can support shifts in noticing of AMT from being led by the coach to being facilitated by the teacher.

Originality/value

This study offers new insights into the functions of mathematics coaching that can foster shifts in teacher noticing and practice toward AMT. It contributes to the literature on what mathematics coaching looks and sounds like in the context of conversations with teachers, as well as the potential influence that structured, intentional, ongoing coaching supports can have on teacher noticing.

Citation

Jakopovic, P.M. (2021), "Coaching to develop teacher professional noticing: planning with students and mathematics in mind", International Journal of Mentoring and Coaching in Education, Vol. 10 No. 3, pp. 339-354. https://doi.org/10.1108/IJMCE-10-2020-0064