ABSTRACT We presented one new coach’s development during a K-12 STEM integration initiative in order to explore how coaches develop professional identities for coaching. Madison, a former mathematics educator, partnered with science teachers for 1 year in order to co-develop and implement STEM curriculum. Transcripts of coaching conversations, written reflection data, assignments from a graduate-level coaching course, and interviews were analyzed using three-phased qualitative methods. Findings suggest that a new coach approximated practice similar to new teachers; relied on existing professional identities when constructing new coaching identities; and the local, global, and institutional affinity groups for STEM coaching both informed and disrupted coaching identity development. The process by which new coaches develop contextually dependent and discipline-specific identities for coaching has implications for the success of STEM coaching efforts.

中文翻译：

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在跨学科STEM合作伙伴关系中建立教练身份

摘要我们在K-12 STEM集成计划中介绍了一位新教练的发展，以探讨教练如何培养教练的职业身份。麦迪逊（Madison）是前数学教育家，与理科老师合作了1年，以便共同开发和实施STEM课程。使用三阶段定性方法分析了教练对话的笔录，书面反思数据，研究生水平的教练课程的作业和访谈。调查结果表明，新教练的做法与新老师相似。在建立新的教练身份时要依靠现有的职业身份；以及当地，全球和机构的STEM辅导团体，既了解情况又破坏了教练的身份发展。