A quarter of a century after the inception of the microteaching concept and in view of the new emphasis given to teaching learning laboratories, this paper discusses the development of the microteaching concept and its present state of art. Special attention is given to the theoretical conceptualization of microteaching and the teaching learning laboratory. Based on the experience gained in the development and dissemination of the microteaching concept in teacher education programs, the paper proposes a rationale and directions for future development of teaching learning laboratories in training, research, and development in teaching and teacher education. Special attention is given to the goals, objectives and working methods in the laboratory, the supervisory process, the use of multiple sources of feedback and, in particular, video feedback, as a process of video self-confrontation. (Author/JD)