What teaching models do Pre-Service teachers learn during placements?

Observing the teaching-learning situations that arise in educational contexts is a key part of teacher education. The present study examined how forty-three future teachers constructed their professional knowledge. Adopting qualitative approach, we discuss teaching observed by pre-service subjects reading/writing and mathematics. Based on results, interactions were far from representing collaborative dialogic teaching/learning models. In addition, students’ narratives lacked critical reflection. Thus, they did not provide support to possible alterations instructional design observed, thus failed make them more participatory. To conclude, believe training should promote model, which reflective skills are developed based active student participation. showed needs be redesigned: strategies proper competence need emphasised so acquire significantly during training.