This action research project investigates technology-enhanced forms of clinical experience in an online Master of Arts program in Teaching English to Speakers of Other Languages. The three research questions were as follows: (a) What representations of practice do preservice teachers (PSTs) notice while observing others teach via purposely selected video lessons; (b) how do PSTs make connections between the representations of practice they identified in these observations and pedagogical theories they have learned in their methods courses; and (c) how do PSTs decompose the teaching practices they view in video observations with others in online discussion forums? Analysis of the data revealed that PSTs most often noted teacher actions related to developing a positive classroom culture, classroom management, and best practices for English learner instruction. Through their asynchronous online discussions and written reflections, PSTs developed a better understanding of best practices for teaching English learners, in which they were able to conceptualize and actualize abstract constructs from their methods courses such as trust-building, culturally responsive teaching, the zone of proximal development, and funds of knowledge, while also making theoretical constructs actionable through their shared observation experience and online discussions. Findings indicate that the implementation of video-based fieldwork along with collaborative online discussion may help PSTs to better understand the complex constellation of actions and decisions that lead to effective pedagogy for English learners.