This study examines the post-observation interactions between six English as a Second Language (ESL) student teachers and their university tutors during their teaching practicum in Hong Kong. Data consist of interviews with university tutors, transcriptions of recorded conferences and stimulated recall interviews with student teachers. Case studies of two student teachers are used to examine the impact of the tutors' feedback and to highlight the way that the student teachers' response is affected by the power relations involved in the dialogue. The article also considers some areas in which miscommunication occurred between tutors and student teachers and discusses possible reasons for this. [Copyright of Mentoring & Tutoring: Partnership in Learning is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13611260500493535]
