Teacher intentions and the distribution, content, and self-perception of teacher language across contexts

This small-scale, exploratory study examined the content of teacher language in England, how it varies across classroom contexts, how accurately teachers perceive their own language use, and factors identified as shaping their choices. A sequential mixed methods design was used consisting of observations followed by individual semi-structured interviews exploring teachers’ reflections on their practice. Quantitative analysis revealed a significant interaction (p < .001) between language type and teaching context, indicating that teacher language varied between whole class and small group settings. Qualitative data were analysed using reflexive thematic analysis, generating five themes: beliefs and knowledge of pedagogy, clear boundaries and expectations, children’s individual needs, the environment, and self-reflection. Tentative findings suggest that teacher language is shaped not only by classroom context but also by teachers’ beliefs, intentions, and interpretations of pupil needs. Implications for educational psychology practice are discussed with a focus on supporting high-quality professional development for teachers.