The strengths of video stimulated recall and concept mapping as tools to assist the development of reflective skills is well documented. Video stimulated recall has been shown to be an effective tool to make explicit the beliefs and implicit theories of teachers. In this way video stimulated recall allows for the elicitation of 'knowledge-in-action' or interactive cognitions. Concept mapping is an effective method for assessing conceptual change. By comparing successive maps the teacher can see how their knowledge is structured in the course of acquisition. Concept maps are regarded as particularly useful for beginning teachers who seek an understanding into how their mentor teachers construct their own concept maps. Other researchers, however, point to factors that may mitigate teachers' recall of their thoughts, while others argue that concept maps are of limited use when they are used in short term studies. In this paper the advantages of these methods for professional development are discussed. The experiences of four beginning teachers will be shared. In doing so, the possible threats that might be associated with their use will be considered.