The pedagogy of teacher education is an emerging field of interest internationally (Smith, 2005; Hoban, 2005; Loughran, 2006; Korthagen, Loughran and Russels, 2006). The focus for the current paper is how teacher educators can document individual and team reflective processes by using video recordings of their teaching. The video recordings allow for lectures and seminar sessions to be revisited, articulated and presented to a wider audience through video papers. Reflection is today viewed as an essential and integrated part of significant learning processes (Dewey, 1933), and even more so, in professional development processes (Zeichner, 1995; Korthagen, 2001 among numerous others). It is, however, commonly accepted that reflection remains an internal and to a great extent, subjective activity. The view taken in this paper is that enhanced reflection takes place when the situation which triggers reflection is made accessible to others, and the reflection process becomes enriched by feedback from colleagues and other significant others in a reflective dialogue. Video recordings make it possible to revisit passed events, whereas the reflection processes itself can be multi-dimensionally documented through text and pictures (video recordings) in video papers. Significance The question which was intentionally asked in our study is related to teaching approaches in teacher education, which is, to a large extent, still left to be discussed. The focus of interest in the current presentation is the use of video-papers as a means for documenting practitioners', in this case; teacher educators', reflections on practical experiences.Two senior teacher educators at the University of Bergen, Norway, agreed to have a plenary lecture to a large group of students and a workshop with a seminar group of 20 students recorded for the purpose of using the recordings in their personal reflection and development to improve the quality of their work. The recorded sessions were revisited several times with a special focus on the use of power point presentations. Student feedback from the previous semester had made us aware that power point presentations might be overused and did not always contribute to didactical and pedagogical aspects of the lesson. We wanted to learn more about the problem as part of our ongoing efforts to improve the quality of our teaching. Relevant parts of the video recordings were presented in a staff meeting and used as the basis for discussion on how we can best make use of power point presentations to improve teaching and thus enhance student learning. Furthermore, the personal reflections of the two teacher educators were presented to the staff, and they initiated an open discussion on strengths as well as weaknesses in their teaching.The current video paper is documentation of the personal professional reflection processes as well as staff discussions related to the quality of teaching in the Section for Teaching at the University of Bergen. The documentation is two-dimensional, video clips have been inserted into the traditional text form. This allows the reader to personally view the discussed issues and thus better form a personal opinion of the situation, without having to rely solely on the written documentation and analysis by the authors.Dewey, J. (1933). How We think: A restatement of the relation of reflectice thinking to the educative process. Boston: Heath. Hoban, G.F. (Ed.) (2005). The Missing Links in Teacher Education Design. Dordrecht: Springer. Korthagen, F. J. (2001). Teacher education: A problematic enterprise. In J. Kessels, B. Koster, B. Lagerwerf, & T. Wubbels (Eds.) Linking Practice and Theory- The pedagogy of Teacher Education (pp.1-19). Mahwah, New Jersey: Lawrence Erlbaum Associates Publishers. Korthagen, F., Loughran, J. & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22: 1020-1-41. Loughran, J. (2006). Developing a Pedagogy of Teacher Education. Understanding teaching and learning about teaching. London and New York: Routledge. Smith, K. (2005). Teacher Educators' professional knowledge- How does it differ from teachers' professional knowledge? . Teaching and Teacher Education 2005;21: 177-192. Zeichner, K. (1995). Reflections of a teacher educator working for social change. In T. Russell & F. Korthagen (Eds.) Teachers Who Teache Teachers: reflections on Teacher Education (pp. 11-24). London: Falmer Press.Yes, international electronic journal