Abstract
This article aims to present examples of trainer talk that scaffold trainee teachers’ understanding of teaching in a post-observation feedback session. Previous research into scaffolding in a teacher training context describes scaffolding at a technique or strategy level, without describing how, in linguistic terms, the trainer can support and guide the construction of teaching knowledge. Data from this research into talk with trainees in post-observation feedback sessions suggest that there are various levels of trainer scaffolding which may vary from moment to moment in the interaction between trainer and trainee. The article concludes that it is necessary to be aware of specific talk which can scaffold at these levels, and the author offers a possible framework for scaffolding talk.