A factorial design with 48 student teachers (40 were enrolled in the author's Social Studies Curriculum course at the University of California) was used to study the effect of a Social Studies curriculum course, self-confrontation on videotape, videotape-coding practice, and Guided Self-Analysis (GSA) upon the nature of teachers questions, teacher responses, total teacher talk, and teacher/pupil talk patterns. It was concluded that the GSA effected behavior change although its component parts (self-confrontation and videotape-coding) did not. It appears that the GSA induces dissonance by structuring the subject's perception in such a way that he identifies discrepencies between his ideal and his actual behavior. Behavior change is promoted by the drive for consonance and is facilitated by the operational nature of the GSA schedules. It is suggested that the ultimate test of the effectiveness of GSA as a program for professional development is not its effects upon teacher behavior, but its effects upon "pupil achievement, pupil attitude, and the development of social skills and thinking skills." Simon Fraser University, Burnaby, British Columbia, will use GSA for inservice and preservice training programs. (Author/DJB)