<p>Initial Teacher Education (ITE) is an exercise in “education squared”–that is, teaching about teaching. Some approaches are immersive, while others are more distanced and reflect on the classroom as an object of study. In this paper, we consider an ITE seminar which does both, investigating an immersive viewing space, repeated moments of reflection and writing, and a discussion “think tank” first as a cybernetic system of information flow and then as a social-semiotic system of meaning. We argue that the Vygotskyan goal of “internalising” an experience as take-away concepts is not a realistic outcome for a one-day seminar: ITE students cannot become cyborgs who have internalised all of the mediating tools required. Nor is the goal of “individualising” the word-meanings and concepts practical. For the most part the textual productions of students remained at the level of affectively coloured descriptions and did not rise to the level of precise definition and abstract concepts. While it is mostly true that what is “cool” and “liked” in the seminar stays in the seminar, it is also likely that exchanges of information and shared meanings stay interpersonal. Ironically, this may augur well for the ITE students’ future teaching practices and future communities of practice given that our students are developing the kind of critical attitude that supports professional development.</p>