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Observing the teaching-learning situations that arise in educational contexts is a key part of teacher education. The present study examined how fortythree future teachers constructed their professional knowledge. Adopting a qualitative approach, we discuss the teaching situations observed by pre-service teachers in the subjects of reading/writing and mathematics. Based on the results, educational interactions were far from representing collaborative and dialogic teaching/learning models. Indoi:10.1080/2331186x.2022.2034393 fatcat:ewdoq5ie6zbszeruvjtgantd6i