Language teachers of the future, our current students, live in an increasingly technology-rich world. However, language students do not necessarily see their own digital practices as having relevance for guiding language learning. Research in the fields of CALL and language education more generally indicates that teaching practices change slowly and the integration of technologies into pedagogic practices needs to be developed. This sets challenges for language teacher education: we should be able to educate language teaching professionals who are agile (but responsible) in adapting their pedagogic practices in response to the changes in society. To meet this challenge, we have been developing an approach for university language students to strengthen their expertise in designing theoretically informed CALL pedagogies. However, these attempts have not been fully successful as the development of pedagogic expertise involves a complex rhizome of factors and issues reaching from the participants' early language histories to current practices in the field. In order to shed light on this complexity, three different research approaches are compared for their suitability to explore developing pedagogic expertise, i.e. nexus analysis, conversation analysis and multimodal (inter)action analysis. The analysis focuses on multiple data from the university course, used as a case example. [For full proceedings, see ED564162.]