Presented in this report are the results of the feasibility testing of selected micro-teaching and video recording feedback techniques in a laboratory setting designed to simulate vocational teacher education. Volunteer teachers were selected and randomly assigned to three treatment groups in a repeated measurement design to compare the relative effectiveness of three different feedback techniques: (1) face-to-face conference, (2) face-to-face conference with video feedback, and (3) remote audio with video feedback. Twelve teachers, with four in each of the three groups, practiced the skill of introducing a lesson during five 5-minute teaching sessions over a period of 3 weeks and were evaluated by a panel of two judges. Variance analysis at the .05 level revealed no significant difference in performance among the groups over the series of teaching sessions. It was also found that the group receiving face-to-face conference with video feedback increased its performance on teaching session four, while the other two groups decreased their mean performance scores as compared to the mean scores for all groups on teaching session three. It was concluded that all feedback techniques were feasible for field testing, but modifications were recommended in the remote feedback technique. (Author)