Analyzing the use of authoritative and dialogic discourse status of primary school teachers under a professional development program in mathematics course

In this study, it is aimed to examine the use of authoritarian and dialogical discourse in mathematics classes of classroom teachers who are educated in a professional development program. Within the scope of the project supported by TUBITAK, primary school teachers were given trainings, the types of discourse used before and after the trainings were examined and the data of the research were obtained from the study conducted within the scope of this project. The research design was a single group pre-test post-test quasi-experimental design. The professional experience of the participants ranged from 7 to 18 years and the participant teachers taught at the 2nd and 3rd and 3rd and 4th grade levels during the research. Within the scope of the study, mathematics lessons of five classroom teachers before and after the trainings were recorded with the help of video recorders. The recorded video recordings were turned into written documents and the dialogues contained in these documents were analyzed within the framework of authoritarian and dialogical discourse codes. The findings of the analyses show that there is a change in the use of authoritarian and dialogical discourse of teachers before and after the trainings. While it was seen that the use of authoritarian discourse among these two types of discourse was high in all teachers before the trainings, it was observed that the rate of dialogical discourse usage of all teachers increased after the trainings. This shows that the education given to teachers has an effect on the type of discourse they use.