The professional development of student teachers during their teaching rounds is shaped significantly by their relationships with their supervising teachers. This paper will explore the way student teachers are inducted into English teaching by examining their professional dialogue with their supervising teachers during teaching rounds. The paper has a pragmatic focus on how to improve supervisory practices. However, the primary concern will be to trace the formation of student teachers' professional identities, as they negotiate their way between various demands made on them by their supervising teachers and the university during the practicum. This latter focus involves investigating the way student teachers' disciplinary knowledge as English graduates provides a foundation for their professional growth. The paper draws on interviews conducted with a small group of student teachers and supervising teachers in the course of the year.