Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others?

This study uses an experimental approach to investigate effects that analyzing videos of one's own versus others' teaching and experience with video has on teacher learning, particularly on knowledge activation and professional vision (N= 67). Teachers who analyzed their own teaching experienced higher activation, indicated by higher immersion, resonance, and motivation. Contrary to our assumptions differences with regard to professional vision were not straightforward. In tendency, teachers noticed more relevant components of teaching and learning but were less self-reflective with regard to articulating critical incidents.