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A bibliometric review of studies on mathematics teacher professional development with an emphasis on mathematics coaching research.

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Title: A bibliometric review of studies on mathematics teacher professional development with an emphasis on mathematics coaching research.
Authors: Toker, Zerrin1 (AUTHOR) zerrin.toker@tedu.edu.tr, Aksoy, Erdem2 (AUTHOR)
Source: Journal of Mathematics Teacher Education. Apr2026, Vol. 29 Issue 2, p269-343. 75p.
Subject Terms: *Teacher development, *Educational coaching, *Mathematics teachers, *Teacher education, *Teaching methods, *Educational outcomes, *Mathematics education, *Bibliometrics
Abstract: The professional development of mathematics teachers stands as a cornerstone in advancing pedagogical practices and enhancing educational outcomes. Examining the significance of professional growth for mathematics teachers becomes imperative in fostering effective teaching methodologies and enriching students' learning experiences. This bibliometric analysis of 514 articles on Mathematics Teacher Professional Development (MTPD) investigates the realm of professional development among mathematics teachers working at different school levels, specifically centering on the domain of mathematics coaching research. The analysis systematically explores the existing literature on professional development initiatives for mathematics teachers, highlighting the concept of mathematics coaching. The results show that in recent years, studies on MTPD have shifted their focus toward coaching studies. The analysis of 65 coaching-focused articles revealed highlights of the core attributes of mathematics coaching, the impact of mathematics coaching, and mathematics coaching models and strategies and complexity of mathematics coaching. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: A bibliometric review of studies on mathematics teacher professional development with an emphasis on mathematics coaching research.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Apr2026, Vol. 29 Issue 2, p269-343. 75p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+coaching%22">Educational coaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink>
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  Data: The professional development of mathematics teachers stands as a cornerstone in advancing pedagogical practices and enhancing educational outcomes. Examining the significance of professional growth for mathematics teachers becomes imperative in fostering effective teaching methodologies and enriching students' learning experiences. This bibliometric analysis of 514 articles on Mathematics Teacher Professional Development (MTPD) investigates the realm of professional development among mathematics teachers working at different school levels, specifically centering on the domain of mathematics coaching research. The analysis systematically explores the existing literature on professional development initiatives for mathematics teachers, highlighting the concept of mathematics coaching. The results show that in recent years, studies on MTPD have shifted their focus toward coaching studies. The analysis of 65 coaching-focused articles revealed highlights of the core attributes of mathematics coaching, the impact of mathematics coaching, and mathematics coaching models and strategies and complexity of mathematics coaching. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10857-024-09671-1
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        Text: English
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      – SubjectFull: Educational coaching
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      – SubjectFull: Mathematics teachers
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      – SubjectFull: Mathematics education
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              Text: Apr2026
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              Y: 2026
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