Abstract

Analysis of teacher-to-teacher talk provides researchers with useful information regarding the teaching profession and teachers’ perspectives. This article provides a description of a method, with accompanying example, examining teacher-to-teacher talk by incorporating semantic modality and examining trends of its usage in a quantitative manner. Analysis of the example presented showed a tendency for teachers to use normative and probability modality, signaling a prevalence of assertions concerned with normative ways of teaching. The example analysis provides a replicable framework for other researchers to apply and adapt the analysis method described. Specifications and discussion of this method are provided in detail.

Citation

Kosko, K.W. & Herbst, P. (2012). A deeper look at how teachers say what they say: A quantitative modality analysis of teacher-to-teacher talk. Teaching and Teacher Education: An International Journal of Research and Studies, 28(4), 589-598. Elsevier Ltd. Retrieved August 8, 2024 from https://www.learntechlib.org/p/201992/.

Keywords

• mathematics teaching
• Modality
• Systemic Functional Linguistics
• Teacher discourse
• teacher talk
• Teacher-to-teacher talk