A research project to evaluate materials for teacher education is described that reviews the development of evaluation tools, provides new measures, and applies the new measures to current visual materials. It is expected that as the study continues, it will reveal several explicit and implicit ideological stereotypes and assumptions about beliefs about teachers, teaching, classrooms, and mediated education. In this project, media criticism and poststructuralism are integrated as a basis for improved evaluation. A sample application is given in the evaluation of teacher education visual materials: film, video, and multimedia. The aim is to begin a historical record of the field in terms of film and video, to bring a more grounded and broadly literate understanding of visual materials to theorists and practitioners, and to suggest changes in the ways teachers evaluate curricular materials. A three-part workshop that reviewed the development of evaluation measures, used an appraisal instrument to allow participants to evaluate a film, and discussed postmodernism for educators was part of the continuing research process. A handout from the workshop is included. (Contains 10 references.) (SLD)