Education and Human Sciences, College of (CEHS)
Date of this Version
5-2012
Abstract
This study uses teacher research to examine teacher learning in the context of instructional coaching. The author, a mathematics instructional coach, engaged in an intense three-week coaching relationship with a high school Algebra teacher. A detailed description of the teaching and learning of quadratics that took place during this research provide information about what and how a teacher learns to teach mathematics with reasoning and sense making. Mapping the terrain of quadratics deepened the teacher’s understanding of the mathematical content and encouraged him to adapt his textbook in order to build mathematical reasoning. Through the coaching process, the teacher also enhanced his specialized content knowledge and developed pedagogical reasoning skills when faced with teaching dilemmas. Finally, a discussion about instructional coaching considers an instructional coach’s role in regard to teacher learning.
Adviser: Ruth M. Heaton
Included in
Curriculum and Instruction Commons, Other Teacher Education and Professional Development Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons
Comments
A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education, Major: Educational Studies, Under the Supervision of Professor Ruth M. Heaton. Lincoln, Nebraska: May, 2012
Copyright (c) 2012 Amy L. Nebesniak