In this paper, we are interested in how teacher educators help and guide prospective teachers' learning in triadic mentoring conversations. These conversations are considered as boundary activities allowing to establish a stronger link between the practicums and academic coursework and to bridge the so-called gap between theory and practice. We explore the interactional dynamics during these conversations focusing on both the content and the discursive processes at play. Content refers to ‘what' prospective teachers and educators talk about, and processes refers to ‘how' they talk about it – in our case the practicum experience.