Four experimental studies were conducted to assess the differences in effectiveness of self-confrontation via TV when used exclusively and in combination with group discussion, discrimination training (training in the use of interaction analysis), and practice in a scaled-down situation (peerteaching) on "the indirectness" of future secondary school teachers. The results suggest that: self-confrontation alone had practically no effect; self-confrontation with a focus provided by group discussion had an effect after a second trial; and discrimination training had a negative effect or no effect at all. Self-confrontation combined with discrimination training and the opportunity for practice in a Microteaching situation (with feedback) had desirable effects. The findings and their implications for teacher education are discussed in this paper. (Author)