This paper opens with a story of what was once cutting-edge, state-of-the-art technology and its integration into preservice teacher preparation. It is a story of the technology, in this case video recording, the theories applied to its educational use, and a specific teacher training method--microteaching. The historical context of microteaching with video recording feedback is presented. The further evolution of this technology in self-reflective methods is explored by considering the combination of inner development of the individual teacher with the outer, critical examination of social contexts of teaching. The final part of the paper constructs a critical framework for utilizing both inner, self-reflective models of video feedback with models of critical video ethnography, used in overseas educational development work in Africa, that examine situational practice. The paper explores the theory foundation of these models in search of common principles to inform the practical use of video in new models of critical inquiry and reflection in professional development. (Contains 17 references.) (Author/MES)