How Do Mathematics Coaches Learn about Coaching?: An Analysis Using the System of Negotiation
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| Title: | How Do Mathematics Coaches Learn about Coaching?: An Analysis Using the System of Negotiation |
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| Language: | English |
| Authors: | Evthokia Stephanie Saclarides (ORCID |
| Source: | International Electronic Journal of Mathematics Education. 2026 21(1). |
| Availability: | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Mathematics Education, Coaching (Performance), Professional Development, Program Effectiveness, Books, Clubs, Mathematics Teachers, Experiential Learning, Elementary School Mathematics, Elementary School Teachers, Group Discussion |
| ISSN: | 1306-3030 |
| Abstract: | Background: With the widespread implementation of coaching programs in United States schools, it is important that coaches are provided with ongoing professional learning opportunities to learn how to be effective coaches. This study contributes to the field's emerging understanding of coaches' job-embedded opportunities to learn about coaching. Methods: This analysis rests on transcribed video recordings of coaches' professional development (PD) sessions. The system of negotiation was used to code interactions. Specifically, the negotiation move and object of negotiation were applied to each speaker move. Findings: Several key findings emerged. First, the use of K1 moves far outpaced any other type of negotiation move, which shows that coaches constructed meaning by building upon one another's ideas. Second, although the PD sessions included 11 coaches, the findings reflect the contributions of a small handful of more active participants. Last, three levels of coaching discussion were identified that characterize coaches' learning opportunities about coaching: (a) brief discussions of coaching, (b) moderate discussions of coaching, and (c) extended discussions of coaching. Contribution: The overarching contribution of the present study is that is forwards an understanding of coaches' job-embedded professional learning opportunities about coaching. Implications for research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505476 |
| Database: | ERIC |
| Abstract: | Background: With the widespread implementation of coaching programs in United States schools, it is important that coaches are provided with ongoing professional learning opportunities to learn how to be effective coaches. This study contributes to the field's emerging understanding of coaches' job-embedded opportunities to learn about coaching. Methods: This analysis rests on transcribed video recordings of coaches' professional development (PD) sessions. The system of negotiation was used to code interactions. Specifically, the negotiation move and object of negotiation were applied to each speaker move. Findings: Several key findings emerged. First, the use of K1 moves far outpaced any other type of negotiation move, which shows that coaches constructed meaning by building upon one another's ideas. Second, although the PD sessions included 11 coaches, the findings reflect the contributions of a small handful of more active participants. Last, three levels of coaching discussion were identified that characterize coaches' learning opportunities about coaching: (a) brief discussions of coaching, (b) moderate discussions of coaching, and (c) extended discussions of coaching. Contribution: The overarching contribution of the present study is that is forwards an understanding of coaches' job-embedded professional learning opportunities about coaching. Implications for research are discussed. |
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| ISSN: | 1306-3030 |
