This article deals with a concept helping to reflect on teaching practice in the project "Kolumbus-Kids" at Bielefeld University. Lesson reflection aims at the mediation and training of certain teaching competences of student teachers, and therefore self-reflection is promoted by using the newly developed reflection wiki, its videotaping and reflection tasks. The theoretical approach behind the reflection wiki harks back to the theory of the "Reflective Practitioner" by D. A. Schön (1983). Further, theories of Dewey (1933, 1951), Zwiebel (2001) and Hager (2008) help to emphasise features of self-reflective thinking and means of their promotion. There will also be an overview of current research in the areas of self-reflection and videography, with the latter being an effective way for improving reflection. The study presented in this article evaluates the reflection wiki based on data that were gathered in the context of the users' affective-emotional state and assessments made via a questionnaire. All the findings recommend continuing the use of the reflection wiki in the "Kolumbus-Kids" courses.