This study explores the nature of classroom talk as a way of teaching physics implemented by newly trained teachers. Their training introduced them, among others, to sociocultural theory and the promotion of classroom talk as a deliberate teaching strategy. This study is framed by Mortimer and Scott's framework for productive classroom talk. Data were collected from three teachers through video- and audio-recording three successive lessons of each. These were complemented by follow-up interviews. Data analysis followed a discourse analysis approach. The results show that teachers implemented classroom talk through providing scientific concepts, allowing student discussion and establishing common understanding, but did encourage talk for applying scientific meaning, i.e. the final stage in Mortimer and Scott's framework. The teachers did not train their students on how to engage in productive talk and provided little authoritative guidance in meaning making through classroom talk. It is recommended that newly trained teachers be given support at least in their first year of teaching after training.

中文翻译：

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了解莱索托新培训的物理老师在课堂上讲课的用途

这项研究探索了课堂演讲的性质，将其作为由新培训的老师实施的物理教学方法。他们的培训向他们介绍了社会文化理论，并促进了课堂讨论，将其作为一种深思熟虑的教学策略。这项研究由Mortimer和Scott进行的富有成效的课堂演讲框架进行。通过视频和音频录制从三位教师那里收集数据，每位老师连续三节课。后续采访补充了这些内容。数据分析遵循话语分析方法。结果表明，教师通过提供科学概念，允许学生讨论和建立共识来实施课堂演讲，但确实鼓励演讲应用科学意义，即Mortimer和Scott框架的最后阶段。老师们没有对学生进行如何进行富有成效的演讲的培训，也没有在课堂讲义方面提供任何权威性的指导。建议至少在培训后的第一年教学中给新培训的老师以支持。