Mathematics

1.2 Example 2: A teacher: „I would like to analyse the quality of my
teaching in a more differentiated way. Who can help?“
Again initiated by a teacher’s question video-recorded lessons are used for
evaluation. In contrast to example 1 this time the lessons is taped first. Based
on the recording, coach and teacher discuss and analyse aspects of
mathematical and didactic content. The coach supports the teacher in her/his
process of reflecting upon her/his own lesson and in developing a course of
action. First objectives and measures are agreed upon and put into practice by
the teacher. The coach continuously supports the process of analysing,
reflecting and helps to determine the next step. It is her/his responsibility to
ensure stability to developmental process.
Figure 2
The exemplary processes shown above also serve to describe and reflect the
role and the responsibility of the coach. Form the results a qualification module
was derived to professionalize coaches and enable them to accompany and
support teachers adequately in terms of content and didactics. The
competencies that are deemed necessary for a successful coach will be
described.
2 “Video-coaching” – Concept of qualification
The concept based on Approach discipline-specific and pedagogical coaching
by Fritz Staub
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