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A deeper look at how teachers say what they say: A quantitative modality analysis of teacher-to-teacher talk
ARTICLE

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TATE Volume 28, Number 4, ISSN 0742-051X Publisher: Elsevier Ltd

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 September 23, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2011.11.010

Keywords