The purpose of this case study was to determine the functions of pre-service teachers’ talk and to explore how the teacher educator supports the development of conceptual understanding in a dialogic classroom setting. The participants in the study were a physics teacher educator who employed dialogic teaching to teach mechanics and 52 third-year pre-service teachers at a college of teacher education in Ethiopia. Data for the study were collected through video-recorded classroom observations of three 90-minute lessons. The Kumpulainen and Wray typology of functions of talk were used to determine the functional categories and their relative frequencies in pre-service teachers’ talk. Mortimer and Scott’s forms of teacher intervention were used to explore the nature of the teacher educator’s support in developing understanding. The findings of the study indicated that the pre-service teachers used their classroom talk for a variety of purposes, mainly for providing responses to the teacher’s questions, describing reasons and expressing disagreements in the group discussion. It was also shown that explanation, questioning, providing examples and illustrations, exploring understanding, clarifying group work activities, and encouraging for justification were among the strategies mainly used by the teacher educator to assist knowledge construction.

中文翻译：

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师范学校的对话教学：物理教室中的教师教育和职前教师讲话分析

本案例研究的目的是确定职前教师演讲的功能，并探讨教师教育者如何在对话式课堂环境中支持概念理解的发展。该研究的参与者是一位物理老师的教育家，他在埃塞俄比亚的师范教育学院中采用对话教学来教授力学，并聘请了52名三年级的职前教师。该研究的数据是通过对三个90分钟的课堂进行视频录制的课堂观察而收集的。谈话功能的Kumpulainen和Wray类型用于确定职前教师谈话中的功能类别及其相对频率。莫蒂默和斯科特（Mortimer）和史考特（Scott）的教师干预形式被用来探讨教师教育者在发展理解方面的支持性质。研究结果表明，职前教师将课堂演讲用于各种目的，主要是为了回答教师的问题，描述原因和在小组讨论中表达分歧。研究还表明，解释，提问，提供实例和插图，探索理解，澄清小组工作活动以及鼓励辩护是教师教育者主要用来协助知识建设的策略。