Understanding mathematics coaches’ development: Coaches’ attributions of their professional learning in school districts

Abstract

Academic coaching is complex work, requiring pedagogical and content-specific expertise, as well as trust-building skills and an understanding of adult learning. Despite this, little research focuses on the structures through which coaches learn to coach. In this study, we partnered with four mathematics coaches and one district administrator in a public school district to conduct 15 semi-structured, longitudinal interviews focused on coaches’ attributions of their professional learning. Coaches cited 30 distinct attributions of their professional learning, reporting frequent opportunities to learn about pedagogy and content, but fewer opportunities to learn about coaching. Implications for practice and research are discussed.