This thesis asks: what can an autoethnographic approach to research reveal about the relations between power, subject (s) and truth in the context of lesson observation feedback? As a Foucauldian inspired study, the thesis shows how experiences of giving and receiving lesson observation feedback reflect forms of knowledge and ways of being and behaving. The research engages with ongoing debates around the use of lesson observation as a tool to measure the performance of established teachers and as an approach to inform the development of student teachers. The thesis exemplifies a critical and ethically informed approach to a particular encounter: giving observation feedback. The selection, positioning and crafting of autoethnographies and the inclusion of empirical data leads to a reading experience that is continuous and discontinuous. Both the writing and the content of the thesis privilege the place of messy and subjective teacher experience in educational research. This is important as a deliberate stand that resists classification as to what kinds of encounters should be judged more meaningful. It promotes ways of drawing on a range of experiences that both student teachers and established teachers might employ in order to consider an aspect of their work more fully.