Externally mediated self-confrontation by means of closed-circuit television and videotape recording has become a popular technique for letting student teachers discover for themselves the way in which their own behavior influences the teaching processes. This paper not only studies the way in which the student teacher perceives and evaluates his behavior, but also discusses a systematic examination of the dyadic confrontation process in the traditional tutoring situation. Using a group of 96 female Grade 4 through Grade 6 student teachers a three factor design experiment was constructed with a six dimensional assessment schedule developed by the author. These were categorized into ego-ego, ego-pupil, ego-non-personal object (NPO), pupil-ego, pupil-pupil and pupil-NPO relations. The data were analyzed using the statistical analysis-of-variance treatment. The results show that experimental conditions have not on the whole led to main effects that are significant on a chosen level of significance. This means that there are no deviations in the objectivity of the student teacher's self-assessment as a consequence of either traditional tutoring or externally mediated self-confrontation via closed-circuit television. (MC)