Abstract: Increasing the quality of reflective practice in teacher training is a focal point in the current educational debate although consensus has yet to be reached on which methods and/or techniques can best support this aim. A new opportunity has been opened up by the use of digital videos offering highly innovative functions according to procedures resembling the microteaching experiences of recent decades. An interesting tool in this context is video annotation, a function offered by various software programs allowing the user and/or observers to add comments to the digital videos of the lessons. This work intends to examine how video-supported reflection techniques influence teachers’ capacity for self-analysis, revealed by means of written comments, and will focus, in particular, on how the video annotation tool may influence the type of comments made.