Table 2.

Categories of teacher reactions to student mistakes

Teacher reactions to student mistakes/procedure of correction
Feedback	Explicit rejection	The teacher/another student directly rejects or immediately corrects a statement or an action (e.g. a false examination technique)
	Further inquiry	Wrong statements or examination techniques are not immediately corrected. Instead, the student group is asked for their judgement
Level of elaboration	Low	The teacher does not further discuss wrongful assumptions or reasons behind a mistake
	High	The teacher initiates the discussion and/or elaborates about the mistake (for qualitative analysis of feedback cf. Crespo (2002) and Wuttke (2005, 2008))
Time for correction of a mistake*	No	The teacher does not leave a student sufficient time to self-correct a mistake
	Yes	The student is given time to correct a mistake. The student’s process of contemplation may be recognised by expressions, such as ‘ah yes, I understand’, further questions or self-correction of the mistake

*Adequacy of time span assessed, absolute time negligible (Wuttke (2008))