Table 2 Summary of key differences between experienced and inexperienced teachers

Nurturing mentor

High expectations; model and expect appreciative inquiry, curiosity and intellectual enthusiasm

Over-value affect; allow unproductive framing

Challenging, disruptive facilitation

Problematize; challenge claims; flag disagreements and inconsistencies; promote cognitive conflict

Sometimes probe and ask questions; trust student understanding; allow premature closure of discussion

Diagnostician

Note inaccurate language use; query student uncertainty; expect answers to questions

overlook critical details; under -appreciate importance of language

Management of group dynamic

Dialogic stance; demand student-student interaction; draw-in quieter voices

IRF typical, especially for process discussion

Metacognitive voice

Frequent metacognitive time-outs; explicit generalization of process; links course elements; links curriculum elements

Cursory attention, little probing into depth of process use

Pedagogical context knowledge

Practical wisdom; timing, format and content of interventions; knowledge of learners, institutional context and classrooms

Less adaptive, less able to deliver course flexibly, less improvisation