Expectations | Clues in T1 | f (%) | Clues in T2 | f (%) |
Teacher’s extreme emotions | ||||
J | Rare explanation/Class conspires with student (Table 4) Rare explanation/Conspicuous behavior (Table 4) Penalties for student (Table 1) without exploring Role of parents (Table 1) without exploring Teacher’s self-disclosure (Table 1) |
1 (1.32)
1 (1.32)
11 (14.47)
5 (6.58) 1 (1.32) |
| |
C | Teacher as an explanation (Table 4) Leads for teacher (Table 1) | 14 (18.42) 11 (14.47) | Self-technology; Self-regulation (Table 7) | 35 (49.30) |
Haling the student | ||||
J | - |
|
|
|
C | Penalties for teacher (Table 1) | 6 (7.89) | Critical comments (see Table 7)―explicit criticism | 1 (1.41) |
Generalizations about the student | ||||
J | Rare explanation/Class conspires with student (Table 4) Rare explanation/Conspicuous behavior (Table 4) | 1 (1.32)
1 (1.32) |
| |
C | Student as explanation (Table 4) | 23 (30.26) | Social psychological theories (see Table 7) Interaction style (see Table 7) | 4 (5.63) 27 (38.03) |
Solution at T2 | ||||
J | No topic at T1 |
| Interaction style (see Table 7/explicit justification) | 1 (1.41) |
C |
| Critical comments (see Table 7) | 3 (4.23) | |
J | Justification (J) | 22 (28.95) |
| 1 (1.41) |
C | Critique (C) | 54 (71.05) |
| 70 (98.59) |
Overall |
| 76 (100) |
| 71 (100) |