Table 2 Summary of findings for... | Emerald Publishing

Table 2

Summary of findings for sub-research questions 1 & 2

Sub-research Question and main finding	Relevant interactions	Description of researcher interaction
Addressing RQ1: Researcher strategies that initiated or sustained productive talk about case pupils' spatial reasoning
Strategic reassurance, sharing expertise with classroom examples, and offering practical solutions	1–3, 5	Acknowledged teacher concerns; provided concrete examples to reframe challenges as learning opportunities
Promotion of growth mindset and reassessment of pupils' potential	2, 3	Highlighted children's creative abilities; challenged teacher assumptions through classroom examples
Dialogic questioning to support reflective practice and prompting comparison	5–7	Used strategic questions to prompt analysis of language use, lesson framing, and gesture in practice
Facilitation via summarizing, focusing, challenging assumptions, and connecting to pedagogy	2, 6	Fostered open, co-constructive exchanges for joint reflection and deeper inquiry into pupil thinking
Addressing RQ2: Researcher facilitation supporting or hindering teacher learning across professional development dimensions
Increased teacher satisfaction and building trust	1, 4	Positive pupil engagement and creative responses fostered trust and satisfaction between researcher and teachers
Knowledge enhancement through multimodal pedagogical strategies	2, 7	Confirmation and elaboration on teacher's intuitive practices (gesture, visual scaffolding) and introducing sketching before design
Shifts in teaching practice and flexible lesson planning	1, 5–7	Teachers adapted plans after workshops, incorporating more intentional spatial reasoning strategies after classroom observation

Sub-research Question and main finding	Relevant interactions	Description of researcher interaction
Addressing RQ1: Researcher strategies that initiated or sustained productive talk about case pupils' spatial reasoning
Strategic reassurance, sharing expertise with classroom examples, and offering practical solutions	1–3, 5	Acknowledged teacher concerns; provided concrete examples to reframe challenges as learning opportunities
Promotion of growth mindset and reassessment of pupils' potential	2, 3	Highlighted children's creative abilities; challenged teacher assumptions through classroom examples
Dialogic questioning to support reflective practice and prompting comparison	5–7	Used strategic questions to prompt analysis of language use, lesson framing, and gesture in practice
Facilitation via summarizing, focusing, challenging assumptions, and connecting to pedagogy	2, 6	Fostered open, co-constructive exchanges for joint reflection and deeper inquiry into pupil thinking
Addressing RQ2: Researcher facilitation supporting or hindering teacher learning across professional development dimensions
Increased teacher satisfaction and building trust	1, 4	Positive pupil engagement and creative responses fostered trust and satisfaction between researcher and teachers
Knowledge enhancement through multimodal pedagogical strategies	2, 7	Confirmation and elaboration on teacher's intuitive practices (gesture, visual scaffolding) and introducing sketching before design
Shifts in teaching practice and flexible lesson planning	1, 5–7	Teachers adapted plans after workshops, incorporating more intentional spatial reasoning strategies after classroom observation