Discusses the use of a new technique, video-stimulated reflective dialogue, in which practitioners reveal their in-depth knowledge of their pedagogical practices when stimulated by a videotape of an episode of effective teaching. Details the challenge experienced by preschool teachers in articulating tacit/intuitive knowledge of their own effectiveness, discusses the manner in which practitioners approach understanding their own pedagogy, and notes conceptual dissonance found in their responses. (Author/KB)