360°(degree-)-videos inherit interesting potentials for teaching competence development. Reflecting on personal teaching performance from multiple perspectives potentially increases the depth in situated reflection and provides new learning insights for pre-service teachers. In this light, this paper describes a case study conducted at the University of St.Gallen where 360°-videos were used for reflection on personal performance of pre-service teachers in order to clarify, whether they add value to reflective observations compared to classical video recordings. Key findings are that (I): 360°-videos can add value to reflection processes in teacher education when combined with feedback and situated learning processes in a learning design and (II): 360°-videos offer advantages to follow teacher-student-interactions and to reflect upon personal teaching performance from multiple perspectives. [For the full proceedings, see ED621108.]