Table 2.

Summary of key differences between experienced and inexperienced teachers

Trait/behaviour	Experienced teachers	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