Abstract

Objectives: The study aimed to identify the level of classroom verbal interaction of pre-service teachers during field training in the disciplines of Science and Information Technology at the University of Nizwa from the perspective of the cooperating teacher. The study sample consisted of (123) cooperating teachers, including 95 in the subject of Science and 28 in the subject of Information Technology. Methods: The researchers used a descriptive method and employed a questionnaire as the study tool. Results: The results indicated that there were no statistically significant differences for the three axes (indirect teacher's speech in the classroom situation, students 'speech in the classroom situation, and the period of silence or confusion) attributed the specialization variable, and the presence of statistically significant differences in the second dimension, 'direct teacher speech in the classroom' attributable to the specialization variable. Conclusions: In light of the results, the researchers recommended several measures, including training pre-service teachers to ask questions that provoke students ' thinking, encouraging students to take the initiative by submitting creative questions, and increasing training in classroom management and interaction.