فرآیندهای گفتگو که دانش آموزان دانش آموزان را در مورد یادگیری دانش آموزان در مکالمات مربیگری در یک درس میدانی آموزش می دهد

This study investigates dialogic processes in student teachers' mentoring conversations in field practice, where Lesson Study (LS) was used as a context for establishing a dialogic learning community in one student group in science. We apply an analytical framework associated with Sociocultural Discourse Analysis to identify utterances that have the potential to create a dialogic space and contribute to ‘interthinking’ among the participants. The findings show the important role of the mentor teacher as a facilitator and a ‘knowledgeable other’, challenging the student teachers to reflect on chosen activities using predictions and detailed observations related to pupils' learning.