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.

学术辅导是一项复杂的工作，需要教学和特定内容的专业知识，以及建立信任的技能和对成人学习的理解。尽管如此，很少有研究关注教练学习教练的结构。在这项研究中，我们与公立学区的四名数学教练和一名学区管理员合作，进行了 15 次半结构化的纵向访谈，重点关注教练对其专业学习的归因。教练列举了他们专业学习的 30 种不同归因，报告了学习教学法和内容的频繁机会，但学习教练的机会较少。讨论了对实践和研究的影响。