View in EDS HTML Full Text PDF Full Text

Growing practice in place: evidence of teacher learning from side-by-side coaching.

Saved in:
Bibliographic Details
Title: Growing practice in place: evidence of teacher learning from side-by-side coaching.
Authors: Munson, Jen1 (AUTHOR) jmunson@northwestern.edu
Source: Journal of Mathematics Teacher Education. Jun2026, Vol. 29 Issue 3, p531-556. 26p.
Subject Terms: *Teacher development, *Mathematics education, *Elementary education, *Open-ended questions, *Teacher education, *Experiential learning, Mentoring, Mental work
Abstract: Mathematics teaching is complex, involving the skilled enactment of practices coupled with responsive decision-making in the moment. Preparing teachers for the skilled enactment of ambitious practices demands teacher learning designs embedded in practice. This study contributes to the effort to articulate such designs by describing side-by-side coaching and examining what three elementary mathematics teachers learned from working with a coach in their classrooms for 7–8 sessions during 1 month of teaching. Qualitative analysis of video records of case study teachers' practice before and after coaching found three substantive and shared shifts: increased eliciting of student thinking, increased open-ended questions, and an expanded repertoire of moves to support meaning-making. This study adds further support for practice-based approaches and provides evidence of teacher learning outcomes for a one-on-one coaching design. [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.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 194809119
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Growing practice in place: evidence of teacher learning from side-by-side coaching.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Munson%2C+Jen%22">Munson, Jen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jmunson@northwestern.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematics+Teacher+Education%22">Journal of Mathematics Teacher Education</searchLink>. Jun2026, Vol. 29 Issue 3, p531-556. 26p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Open-ended+questions%22">Open-ended questions</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+work%22">Mental work</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Mathematics teaching is complex, involving the skilled enactment of practices coupled with responsive decision-making in the moment. Preparing teachers for the skilled enactment of ambitious practices demands teacher learning designs embedded in practice. This study contributes to the effort to articulate such designs by describing side-by-side coaching and examining what three elementary mathematics teachers learned from working with a coach in their classrooms for 7–8 sessions during 1 month of teaching. Qualitative analysis of video records of case study teachers' practice before and after coaching found three substantive and shared shifts: increased eliciting of student thinking, increased open-ended questions, and an expanded repertoire of moves to support meaning-making. This study adds further support for practice-based approaches and provides evidence of teacher learning outcomes for a one-on-one coaching design. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194809119
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10857-025-09708-z
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 531
    Subjects:
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Mathematics education
        Type: general
      – SubjectFull: Elementary education
        Type: general
      – SubjectFull: Open-ended questions
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Experiential learning
        Type: general
      – SubjectFull: Mentoring
        Type: general
      – SubjectFull: Mental work
        Type: general
    Titles:
      – TitleFull: Growing practice in place: evidence of teacher learning from side-by-side coaching.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Munson, Jen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 13864416
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Mathematics Teacher Education
              Type: main
ResultId 1