School-based coaching: Examining disciplinary literacy learning for secondary mathematics teachers
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Description
Coaching is an established collaborative method of professional learning that is growing as a preferred model in schools. Disciplinary literacies are increasingly recognised as an area of professional learning need for teachers, however literacy coaching in mathematics has been identified as under-researched. A trial coaching program was conducted to gain a deeper understanding of the ways school-based coaching can foster disciplinary literacy awareness for secondary mathematics teachers. Findings positively position coaching as an effective resource for deeper understanding of disciplinary literacies, leading to empowerment for teachers seeking to enhance their pedagogical repertoire to support student outcomes.
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| ID Code: | 237754 |
|---|---|
| Item Type: | QUT Thesis (Master of Philosophy) |
| Supervisor: | Henderson, Deborah, van Leent, Lisa, & Ewing, Bronwyn |
| Keywords: | case study, coaching, communities of practice, disciplinary literacy, mathematics, nested case study, pedagogical content knowledge (PCK), professional learning, secondary mathematics teachers, social theory of learning |
| DOI: | 10.5204/thesis.eprints.237754 |
| Pure ID: | 123823152 |
| Divisions: | Current > QUT Faculties and Divisions > Faculty of Creative Industries, Education & Social Justice Current > Schools > School of Teacher Education & Leadership |
| Institution: | Queensland University of Technology |
| Deposited On: | 01 Feb 2023 05:59 |
| Last Modified: | 01 Feb 2023 05:59 |
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