The importance of professional conversation for teacher professional development has been well acknowledged in the literature of teacher education. Variably called feedback conversation, postlesson debrief conversation, post-observation conferences, teacher supervision/mentoring meeting, or guided reflective interview, teacher professional conversation encompasses a range of different setups including dyadic vs. multiparty, pre-service vs. in-service training, and with vs. without viewing of lesson recordings. Research literature on professional conversation reveals differing orientations to the nature of the conversation, which is closely tied to the view on teacher professional development and mentor roles in it. When teacher professional development is viewed as a social and communicative action, professional conversation constitutes the very site where this learning is generated and constituted. The notion of learning in interaction is readily expanded to knowledge construction in professional conversations. This entry provides an overview of possibilities and tensions of professional conversations as a site for teacher learning and professional development. This entry also reviews analytic frameworks and methodologies employed to analyze professional conversation during the past three decades – from using a priori coding schemes and categories to more discourse-oriented approaches such as linguistic ethnography and conversation analysis. The shift reflects the growing research interest in interactional dimensions of the speech event that, in fact, reflects the realization of the importance of interactional alignment between the mentor and the teacher for effective professional development to take place. While this entry will not be able to do justice to the vast research on teacher and professional conversations, it will present the state of the knowledge according to two distinctive themes that run through the entire literature: interactive process of professional conversation, and knowledge construction in professional conversations for teachers. It concludes by considering the questions of how professional conversations constitute opportunities for teacher learning, and how they can be better managed.