The analysis of and reflection on teaching are central elements of university teacher education. In this context, conceptual heterogeneity regarding reflection can be observed in both teaching and research. There is also a lack of clear demarcation between analysis and reflection on teaching. Building on the concept of self-reference as a central distinguishing feature, a quasi-experimental pre-post intervention control group design is used to examine the extent to which lesson analyses differ from lesson reflections in their effects on professional vision (PV) and classroom management-related self-efficacy (SE). On a sample of 194 pre-service teachers in the Master of Education at one university, it can be shown that lesson analysis and reflection show comparably positive effects on PV (better than a control group without specific intervention). However, the reflection group shows a stronger increase in classroom management-related SE compared to the other two groups. The results thus indicate that through explicit self-reference, self-directed cognitions are increasingly addressed and thus further aspects of professional competence can be fostered.