Technology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational settings and has become particularly pervasive in science classrooms. However, understanding of the teacher’s role in this context is limited. This study addresses the real-time shifts in focus and distribution of teachers’ guidance and support of different student groups during in-person computer-supported collaborative inquiry learning in science classrooms. Teachers’ self-perceptions of their guidance and affect were supplemented with students’ self-reported affect. A mixed-methods approach using video analyses and questionnaire data revealed differences between teacher guidance and support associated with teacher perceptions and group outcomes. Groups’ prior science competence was not found to have an effect on teacher guidance and support, rather the teachers guided the groups they perceived as motivated and willing to collaborate. Teacher affect was compounded by student affect, suggesting that consideration of the reciprocal perceptions of teachers and students is necessary in order to understand the teachers’ role in collaborative learning.

技术增强的协作探究学习在跨学科和教育环境的课程中获得了稳固的地位，并且在科学课堂中尤其普遍。然而，对教师在这种情况下的作用的理解是有限的。本研究解决了在科学课堂中面对面的计算机支持的协作探究学习期间，教师对不同学生群体的指导和支持的重点和分布的实时变化。教师对他们的指导和情感的自我认知与学生的自我报告情感相辅相成。使用视频分析和问卷数据的混合方法揭示了教师指导和支持与教师看法和小组成果相关的差异。没有发现小组先前的科学能力对教师的指导和支持有影响，而是教师指导了他们认为有动力和愿意合作的小组。教师情感与学生情感相结合，这表明为了理解教师在协作学习中的作用，有必要考虑教师和学生的相互认知。