What counts as evidence of development in (language) teacher education research is not an easy question to tackle. Researchers who follow a qualitative paradigm use data collection tools like interviews and observations (e.g. Appleton and Kindt 2002), and focus on a variety of objects of development, for example, development in the practicalknowledge of designing and using tasks and activities (Wyatt and Borg 2011). Looking into the reflective practices of teachers and what teachers think they do in classrooms has been one of the common ways to investigate teacher development (e.g. Wyatt 2010). There may, however, be a gap between what teachers think they do and what they actually do in classrooms (Li 2017, 2020). Therefore, combining (1) analyses of actual teaching practices (e.g. by using discursive methods like conversation analysis) and (2) reflection and feedback practices that are stimulated by recorded videos can bring databased evidence to development, and at the same time be the drive behind development. Such an approach to investigating teacher development (over time) has recently been undertaken using reflective and evidence-based teacher education frameworks like IMDAT (Sert 2015, 2019). IMDAT initially (2015) combined video-recordings and teachers’ reflections to document change in teaching practices that are locally situated in classroom interactions. Integrating a mobile video-tagging tool like VEO (see Chapter 3) into the IMDAT teacher education framework can create affordances for evidence-based reflections and feedback that draw on tagged lesson videos. In this chapter, we draw on data collected as part of the VEO Europa project. VEO has been integrated into a pre-service language (i.e. English) teacher education programme that follows the IMDAT teacher education framework. IMDAT includes an initial training on classroom interaction practices, followed by lessons taught by candidate teachers. Post-observation feedback sessions between experts and novices (e.g. trainer-trainee, mentor-student teacher) are conducted after these lessons, which are then followed by written reflections of the student teachers (STs). The framework includes another round of teaching, this time observed by another peer – which is then followed by another post-observation feedback session and a process of critical reflective writing. This chapter reports findings based on one pre-service teacher’s video-recorded lessons that are analysed using conversation analysis (CA) methodology. Conversation analytic findings from classroom videos are complemented with audio-recorded feedback sessions as well as written reflections. By focusing on one interactional phenomenon, namely teacher questioning practices, we demonstrate how the focal teacher changes her questioning practices in the classroom over time, as she teaches, gets feedback from an expert and a peer, and reflects on her teaching practices. The findings have implications for (mobile) teacher education, as well as for situated and longitudinal research on classroom discourse that employs conversation analysis and other discursive methodologies.