Interactional Production of Deficit Talk in a Professional Development for Mathematics Teachers

Autor/in	Byun, Sunghwan
Titel	Interactional Production of Deficit Talk in a Professional Development for Mathematics Teachers
Quelle	In: Journal of Mathematics Teacher Education, 26 (2023) 1, S.53-78 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Byun, Sunghwan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-021-09519-y
Schlagwörter	Faculty Development; Mathematics Teachers; Mathematics Instruction; Self Concept; Equal Education; Teacher Attitudes; Discourse Analysis; Disadvantaged; Accountability; Teacher Competencies; Teacher Effectiveness; Teacher Educators + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Selbstkonzept; Lehrerverhalten; Diskursanalyse; Verantwortung; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	In this paper, I examine deficit talk, utterances that depict students and/or families based on their perceived deficits, in an equity-oriented professional development (PD) setting. Researchers often attribute deficit talk by mathematics teachers (MTs) to their biased beliefs and perceptions. From an interactional approach, namely conversation analysis and discursive psychology, I offer an alternative perspective on how deficit talk is produced in PD interactions. The analysis shows the rhetorical functions of deficit talk, which are designed for MTs to manage their accountability with a range of potential issues and to portray themselves as competent teachers. The analysis also reveals the action-performing nature of deficit talk (e.g., refusing a request) situated in the social interaction. To conclude, this paper suggests that mathematics teacher educators need to attend to the micropolitical nature of deficit talk and their co-participation in the production of deficit talk as they formulate ways to respond to deficit talk in PD interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01