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Local Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs), who work as teaching pairs in two public high schools in Japan, experienced a stimulated recall method for professional development. The JTE and ALT participants repeatedly viewed video clips from their observed lessons, scrutinized the activity that was occurring in the clips, and exchanged their opinions about their teaching practices. Findings indicated that there were interesting divergences in their reflective interpretations of classroom events. For example, there were discrepancies between the teachers’ perspectives on the level and amount of English provided in the lesson.