Students in the Faculty of Education at the University of Pretoria have their student teaching performance assessed through the use of video-recorded micro-teaching situations. Three sources of video-teaching situations are used in the training of student teachers: (1) while teaching specific high school subjects; (2) senior teachers in their high school classes; and (3) while micro-teaching high school pupils or a group of peers. Along with the recording, student teachers submit a self assessment of their teaching performance, students' assessment of the classroom experience, and information regarding classroom context. The student teachers and their supervisors review the videotape together to study in detail the planning and execution of the lesson, and they also make an analytical appraisal of the teaching. While this approach emphasizes to student teachers that they must meet an adequate level of competence in the profession, the approach also clearly considers the imprecise nature of the assessment of teaching. Students are initially apprehensive, but most appreciate the learning process involved with videotape recording. The report concludes that this approach offers a very useful method for stimulation of continuous professional development. Evaluation forms are appended. (CB)