Teacher leaders’ coaching skills to support teachers noticing argumentation in the mathematics classroom

This study examines the coaching skills of middle leaders, or Teacher Leaders (TLs), in supporting their peers’ ability to notice mathematical argumentation in classroom practice through communication. The research is situated within a professional development program designed to support teachers in becoming TLs, coaching colleagues in their schools or districts to improve their noticing of argumentation in Chile. Addressing the theoretical gap, the study focuses on two core coaching practices – monitoring and providing feedback – within a program designed to foster teacher noticing, emphasising the communication and interaction. Over the course of one year, ten teachers participated in the program, with six assuming coaching roles. Coaching sessions were analysed using an observation protocol to characterise TLs’ coaching skills and their influence on teachers’ noticing of argumentation. This article focuses on two TLs, Andoni and Matilde, who demonstrated distinct approaches: Matilde emphasised monitoring peers’ noticing, promoting reflective engagement as part of her TL identity and communication style, while Andoni focused on providing feedback to support the appropriation of argumentation practices and their classroom implementation, using a directive, interactive style. These case analyses offer insights into how TLs support peer learning in professional development, highlighting the nuanced ways TL features shape their coaching practices.