Analysis of Classroom Talk in the Teaching Experience of Pre-Service Science Teachers Participating in Teaching Practicum Semester System

The purpose of this study was to explore the potential of classroom talk as a scaffolding strategy to enhance the teaching professionalism of pre-service science teachers within the context of the teaching practicum semester system. To achieve this, we gradually introduced pre-service science teachers to classroom talk strategies during their teaching practicum semester. They were guided to integrate these strategies into their classroom observations and teaching demonstrations. Subsequently, we analyzed the classroom talk experienced by these pre-service teachers and conducted in-depth interviews with both the pre-service teachers and their subject-matter teachers based on the analysis results. The research findings are as follows: First, analyzing classroom talk during the observation period helped pre-service science teachers to determine the direction of their future classroom communication and teaching practices. Second, although the pre-service teachers initially demonstrated limited utilization of classroom talk during the teaching demonstration period, observations revealed an increasing diversification of question types and enhanced feedback provision as the teaching sessions progressed.