ABSTRACT
This chapter examines engagement in the dialogic video protocols (DVP) between English as a second language (ESL) teacher named Abra and a teacher educator during a microteaching experience conducted as part of coursework in an MA TESL program. It shows how invaluable the dialogic interactions orchestrated in/through the DVP can be for teacher educator and teacher engagement in responsive mediation and the development of L2 teacher/teaching expertise. The chapter explains the shortcomings of only being able to enact a stand-alone microteaching assignment, a situation that may constrain many teacher educators. It also highlights the challenges of dealing with the extensive knowledge base needed to teach, especially in an initial teaching assignment. The chapter helps book teacher educator's need to create multiple, integrated opportunities for authentic participation in the activities of language teaching, which open up multiple, assorted structured mediational spaces for responsive mediation to emerge throughout the learning-to-teach experience.
