Abstract
We presented one new coach’s development during a K-12 STEM integration initiative in order to explore how coaches develop professional identities for coaching. Madison, a former mathematics educator, partnered with science teachers for 1 year in order to co-develop and implement STEM curriculum. Transcripts of coaching conversations, written reflection data, assignments from a graduate-level coaching course, and interviews were analyzed using three-phased qualitative methods. Findings suggest that a new coach approximated practice similar to new teachers; relied on existing professional identities when constructing new coaching identities; and the local, global, and institutional affinity groups for STEM coaching both informed and disrupted coaching identity development. The process by which new coaches develop contextually dependent and discipline-specific identities for coaching has implications for the success of STEM coaching efforts.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 577-600 |
| Number of pages | 24 |
| Journal | Mentoring and Tutoring: Partnership in Learning |
| Volume | 27 |
| Issue number | 5 |
| DOIs | |
| State | Published - Oct 20 2019 |
Bibliographical note
Funding Information:This study was made possible by National Science Foundation Grant DRL1238140. The findings, conclusions, and opinions herein represent the views of the authors and do not necessarily represent the view of personnel affiliated with the National Science Foundation.
Keywords
- Coaching
- STEM education
- case study
- teacher identity