Pupils' classrooms are highly variable and teachers have a difficult time addressing the broad range of students' needs in diverse contexts. Additionally, teachers are often not taught how to learn from their own teaching and develop adaptive teaching expertise, a necessary ability for educators in a constantly changing social world. The researcher wondered whether the post-lesson observation conference, within the student teaching practicum, provides opportunities for teachers to learn how to learn. In this case study, the discourse of three student teacher and supervisor dyads, was investigated to identify addressed and unaddressed misconceptions of learning how to teach. Opportunities or barriers to the development of adaptive teaching expertise, based on these addressed or unaddressed misconceptions, were described and intersubjectivity between the dyads was explored. The principle findings of this study support the claim that the post-lesson observation conference provides a space to address misconceptions about learning how to teach, to take advantage of opportunities to develop adaptive expertise, and to strengthen levels of intersubjectivity. In post-conference interviews, participants reported some contrasting understandings about the main topics of discussion, desirable changes to teaching practices, and who controlled the flow and topic selection during the conferences. However, strong levels of intersubjectivity, based on the participants' holistic interpretations of the conference discourse, were achieved during the final conferencing cycle. The researcher posits that the supervisory conference provides a context for learning where student teachers can engage in the meta-cognitive process of publicly voicing their internal decision making with the goal of addressing misconceptions about learning how to learn from their teaching under the guidance of their supervisor. This study contributes to the literature about barriers to teacher learning by identifying and describing three new misconceptions about learning how to learn for the purposes of developing adaptive expertise. Finally, two recommendations are provided; develop a non-sequential conferencing protocol to address misconceptions and promote stronger intersubjectivity, and provide professional development for conference participants to help them transfer control of the conference to the student teacher so that the student teacher can learn how to transform his or her participation within a community of practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]