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The results show that the guiding support enabled teachers to perform more orchestration actions, more targeted interactions and to make more announcements to the class (regarding time, phase transitions, and students\u2019 activity participation) when compared to the mirroring support. Teachers\u2019 actionable differences observed under the mirroring and guiding support directed us to deconstruct the notion of orchestration load into different facets and to discuss how different support provisions correspond to the different facets of orchestration load.<\/jats:p>","DOI":"10.1007\/s11412-021-09351-9","type":"journal-article","created":{"date-parts":[[2021,8,20]],"date-time":"2021-08-20T04:05:37Z","timestamp":1629432337000},"page":"307-338","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":22,"title":["Deconstructing orchestration load: comparing teacher support through mirroring and guiding"],"prefix":"10.1007","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2960-4804","authenticated-orcid":false,"given":"Ishari","family":"Amarasinghe","sequence":"first","affiliation":[]},{"given":"Davinia","family":"Hern\u00e1ndez-Leo","sequence":"additional","affiliation":[]},{"given":"H.","family":"Ulrich Hoppe","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2021,8,20]]},"reference":[{"issue":"4","key":"9351_CR1","doi-asserted-by":"publisher","first-page":"662","DOI":"10.1109\/TLT.2020.3028597","volume":"13","author":"I Amarasinghe","year":"2020","unstructured":"Amarasinghe, I., Hern\u00e1ndez-Leo, D., Michos, K., & Vujovic, M. 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