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

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Articulating Design Principles for Productive Use of Video in Preservice Education (2018, background): “For example, in relation to clip selection, Seidel et al. (2011) found that analyzing one’s own teaching resulted in seeing more significant events tied to relevant components of teaching; whereas, viewing others’ video afforded teachers to adopt a more critical stance in the analysis.”
Linking Teacher Evaluation to Professional Development: Focusing on Improving Teaching and Learning (2012, background): “Recent research has supported the potential use of video individually for teachers to reflect on their own practice (Seidel et al., 2011).”
Improving Teacher Feedback During Active Learning (2014, background): “When working with groups of teachers who have been shown videos of their own and others’ teaching, it is important to create a safe learning environment and to establish rules for discussion in order to build trust between group members (Seidel et al., 2011).”
What do teachers think and feel when analyzing videos of themselves and other teachers teaching (2013, background): “Both aspects were surveyed with seven standardized items on immersion and two on resonance (Seidel et al., 2011).”