The last decade has witnessed a growing number of classroom-based conversation analytic studies that have influenced practices of teacher education and development. In addition to the interventionist case studies that tracked development of teachers over time, Conversation Analysis has also been the main drive in the foundation of reflective teacher education frameworks (e.g., IMDAT, FAB, SWEAR). This chapter will demonstrate the ways in which a CA-informed, evidence-based teacher education framework (i.e., IMDAT) facilitates awareness of and reflection on classroom interaction practices of a student-teacher, who was part of a pre-service teacher education program that involved 19 student-teachers in a higher education context in Türkiye. Using discursive timeline analysis, we investigated the focal teacher’s developing awareness of his correction practices over a 14-week period. Our data consists of video-recorded (using the VEO app) classroom interactions, audio recorded post-observation feedback meetings that involve a supervisor and a peer student-teacher, as well as written self-reflections. We argue that this CA-informed teacher education model combined with data-led dialogic and written reflections facilitated our focal teacher’s increased awareness of his own teaching practices.