This study on self-confrontation in teacher training presents the students' repeated assessments of subject-object relations both during the experiment and six weeks and two years after the experiment. For the experiment the student teachers were confronted with their own video-recorded micro-lessons; identification experiences and self-evaluation were examined for differences in level. The assessments made by the student teachers with an assessment and evaluation schedule were examined both for differences in level and for structural relations and similarities. One part of the self-confrontation experiment consisted of assessment of the video-recorded material by education experts. The experts' assessments were used in studying whether and to what extent the teacher training had firstly, influenced the student teachers assessments in relation to those made by the experts, and secondly, led to larger structural relations or similarities between the student teachers' and the experts' assessments of the video-recorded material. Finally, a study was also made of the student teachers' repeated rankings of a number of alternative tutors. (Author)