Deconstructing ‘good practice’ teaching videos: an analysis of pre-service teachers’ reflections


  • Gwen Ineson Brunel University London, UK
  • Chronoula Voutsina
  • Helen Fielding
  • Patti Barber
  • Tim Rowland


pre-service teachers, teacher beliefs, video analysis, mathematical knowledge for teaching


Video clips of mathematics lessons are used extensively in pre-service teacher education and continuing professional development activities.  Given course time constraints, an opportunity to critique these videos is not always possible.  Because of this, and because pre-service teachers make extensive use of material found during internet searches, much of it purporting to exemplify ‘good’ practice, we were interested to know what sense they make of such material.  By encouraging pre-service teachers to reflect and comment on the practices being promoted in this way, we wanted to hear what they focused on, their initial views of the teaching and learning shown in the video, and how their views were formed and affected by engaging in discussion. Findings indicate that pre-service teachers’ responses to the material were dominated by their beliefs about mathematics and that engaging in discussion enabled them to appreciate the interpretations of others.

Author Biographies

Gwen Ineson, Brunel University London, UK

Lecturer in Mathematics Education

Department of Education

Chronoula Voutsina

Helen Fielding

Patti Barber

Tim Rowland


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