Beginning teachers are frequently heard making observations that the knowledge and skills they have acquired on the training programmes do not come handy when they want to apply them in their real-work situations. They have also reported lacking the ability to integrate theory and practice in reality. Henceforth, teacher-educators are faced with challenges of how to proportionally balance the two strands of pivotal knowledge that are necessarily connected with teacher-education curricula in pre-service teacher preparation. One of the approaches to examining the issue is to investigate student teachers’ dialogues for knowledge-construction to uncover the interaction patterns and strategies they use in negotiating lesson objectives and processes. Against such a background, this paper reports on a study of 24 student teachers receiving training in English language teaching on the Postgraduate Diploma in Education programme at a teacher education institution in Singapore. It was intended to find out the negotiation processes in relation to lesson-planning objectives and how student teachers positioned themselves and others in the processes in the pre-service teacher-education classroom. Results show that student teachers were more concerned about surviving the first lesson than about promoting pupil learning in constructing knowledge about language teaching. The stronger peers’ dominance in the discussion process was taken for granted, suggesting that learning took place in a mutually beneficial and constructive manner and that student teachers’ willingness to cooperate and readiness to express themselves were indicative of their intention to maintain group cohesion and dynamics. These, in turn, are necessary prerequisites for student teachers to become collaborative and reflective practitioners.

初学者经常听到这样的意见：观察到他们想在实际工作中运用这些培训计划所学到的知识和技能时，并没有派上用场。他们还报告说，缺乏将理论与实践结合起来的能力。今后，教师教育者将面临如何在职前教师准备中必不可少的与教师教育课程相关联的两大关键知识方面的挑战。研究问题的方法之一是调查学生教师的对话以进行知识建构，以发现他们在协商课程目标和过程中使用的互动模式和策略。在这样的背景下 本文报道了一项对24名学生教师的研究，该教师在新加坡的一家师范教育机构接受了英语研究生教育课程的英语教学培训。目的是找出与课程计划目标有关的谈判过程，以及学生教师如何在职前教师教育教室中将自己和他人摆在过程中。结果表明，在构建有关语言教学的知识时，学生教师更关心的是上第一节课，而不是促进学生学习。在讨论过程中，更强大的同伴的支配地位是理所当然的，这表明学习是以一种互惠互利和建设性的方式进行的，而学生教师的合作意愿和表达自我的意愿表明了他们保持团体凝聚力和动力的意图。反过来，这些是学生教师成为协作和反思型实践者的必要先决条件。