The aim of this methodological paper is to expound on and demonstrate the value of conversation-analytical research in the area of (informal) teacher learning. The author discusses some methodological issues in current research on interaction in teacher learning and holds a plea for conversation-analytical research on interactional processes in teacher encounters. As an illustration, an analysis is presented of the way university lecturers manage intersubjective understanding in an inter-professional meeting. With a micro-analytical focus on the architecture of turns, turn taking and the sequential organization of the interaction, the analysis shows how intersubjectivity is reached interactionally by the participants. (Contains 3 figures.)