Consultation with trusted colleagues offered new interpretations of a student's behavior, lessening a teacher's emotional labor and shifting her from surface acting to deep acting (Linda case)¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Relational agency exercised through a debrief conversation with researcher-facilitators enhanced Linda's epistemic agency, generating a possible neurodivergence interpretation of Bee's participation and shifting her emotional labor from surface acting to deep acting. → Ilana Seidel Horn 2025

Evidence¶

Ilana Seidel Horn 2025¶

Ilana Seidel Horn, Yeliz Günal Aggül, Shuqin Li, Christine E. Hood. (2025). Teachers’ subjectivities in responsive instruction: when ambitious practice encounters challenging teaching situations. Instructional Science. https://doi.org/10.1007/s11251-025-09742-7

q2 · i? · qualitative · r?

Case analysis of Linda, who invited the research team to consult about a student, Bee, whose participation she found irritating. In the debrief, colleagues separated Bee's intentions from how her actions were perceived, and Brette offered that Bee might be earnestly participating without adhering to neurotypical social norms.

"the relational agency provided through the debrief conversation had offered resources for Linda’s epistemic agency and lessened her emotional labor, which had shifted from surface acting to deep acting."

Discussion¶

Related Claims¶

• Contextual resources shape teachers' agentic responses in challenging situations, which in turn shape their interpretations of student behavior and possibilities for responsiveness — a broader claim this one bears on
• Teachers prefer professional learning led by their colleagues over training from outside consultants — related
• Productive collaboration norms in mathematics PLC fall into three categories, with trust norms acting as prerequisites for critical inquiry, and develop over time — related
• Deficit narratives are co-constructed in teacher collegial talk in response to teacher vulnerability under emotional regimes that disallow strong negative emotions — related
• Emotional rules in workplaces can stifle veteran mathematics teachers' epistemic and relational agency and thus their ability to learn — related