In recent decades, improving teaching quality has been a priority on the political agenda, and the role and responsibilities of academic developers (ADs) has expanded from running courses for individual teachers to engaging in strategic work. Utilising Shulman's concept of signature pedagogy, this article contributes to the literature by scrutinising the practice of an AD's collaboration with dental educators to improve their practice of suitability assessment. This case study employs qualitative, multi-method data analysed abductively and theory driven. It explores the AD's efforts to challenge entrenched teaching practices, enrich teachers' pedagogical vocabulary, and make tacit knowledge explicit. The results highlight the benefits of academic development, emphasising sensitivity and curiosity towards the discipline. However, the study identifies missed opportunities to explore epistemological assumptions in teaching. The findings suggest that deeper engagement with signature pedagogy structures could foster critical examination and adaptation of teaching practices, ultimately enhancing both societal and individual development.