Supporting Mathematics Pre-Service Teachers - Reflection with 360degree Video and the Knowledge Quartet

Oct 15, 2026

Upload by Franzy

Secondary mathematics teaching is often shaped by teacher-led pedagogies focused on practice and memorizing formulas, which can steer incoming pre-service teachers toward narrow views of mathematics instruction. This paper investigates how 360degree video recordings of PST micro-teaching can strengthen early reflections using the Knowledge Quartet framework. Based on four PSTs’ video reflections, the study details how 360degree video expands understanding of classroom-wide effects of pedagogical choices, offering a structured platform for trial teaching approaches.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Reflection for Teacher Development

Australian Journal of Teacher Education | Volume 47 Issue 3 | Article 4 | | --- | --- | | 2022
Supporting Mathematics Pre-Service Teachers 360degree Video and the Knowledge Quartet
Lisa O'Keeffe
University of South Australia
Bruce White
University of South Australia
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Secondary Education and Teaching Commons | Reflection with | Recommended Citation O'Keeffe, L., & White, B. (2022) . Supporting Mathematics Pre-Service Teachers Reflection with 360degree Video and the Knowledge Quartet. Australian Journal of Teacher Education, 47(3) . [http://dx.doi.org/10.14221/ajte.2022v47n3.4](http://dx.doi.org/10.14221/ajte.2022v47n3.4) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss3/4](https://ro.ecu.edu.au/ajte/vol47/iss3/4) Supporting Mathematics Pre-Service Teachers Refection with 360degree Video and the Knowledge Quartet Lisa O’Keeffe Bruce White University of South Australia Abstract: Secondary mathematics teaching is often characterised by teacher-led pedagogies centred on practice and memorising formula which can dominate incoming pre-service teachers ’perceptions of mathematics teaching. Hence, creating opportunities for pre-service teachers (PSTs) -particularly those who have not experienced student-centered pedagogies – to see the power ofalternative pedagogical approaches is crucial in the early experiences of their teacher training. This paper explores the potential of 360degree video recordings of micro teaching ofPSTs to enhance initial reflections using the Knowledge Quartet. Drawing on four PSTs’ 360degree video reflections using the Knowledge Quartet framework we unpack the different ways that 360degree video provides additional opportunities for understanding the wider classroom impact ofPST pedagogical decision making. The findings suggest that together these two tools offer an effective platform for PSTs to trial teaching approaches and reflect on their practice in a structured way. Keywords: Mathematics pre-service teachers, 360degree video, reflective practice, the Knowledge Quartet Introduction Rowland, Turner, Thwaites and Huckstep (2009) highlight that PSTs tend to frequently apply traditional teacher-led instructional methods, focusing on teacher talk as the core of their practice. In an Australian context, Choppin (2011) reminds us that this is not isolated to PSTs but instead applies to any teacher with a negative perception of mathematics or reduced confidence in their own mathematical ability. Not surprisingly, curriculum reform in the countries such as USA, UK and Australia have called for a shift from this traditional style of mathematics classroom to a more active, constructivist classroom. Such a shift requires a focus on building students’ understanding of mathematical concepts and a focus on inquiry based and active learning (Ebby, 1999). Despite this argument building from the nineties, Wright (2020, p. 2) reminds us that ‘conventional teaching approaches persist, particularly in secondary schools (years 7–11), regardless of calls from the mathematics education community for …greater emphasis on reasoning skills and the development of conceptual understanding ’. The reality, as flagged by Ball (1988) over thirty years ago, and Ebby (1999) again in the nineties, is that teachers are likely to teach mathematics in the way they were taught – taking an ‘it worked for me’ approach. Such work reminds us of the importance of creating a dissonance for (some) PSTs between the vision of mathematics teaching they experienced as students and the vision of the mathematics teacher they would like to become. Mayer [et. al](et. al). (2017), as part of the Studying the Effectiveness of Teacher Education (SETE) proj

FAQs

What problem does the paper address for pre-service teachers?

It addresses how teacher-led, formula-focused classroom approaches can dominate PST perceptions and limit their exposure to student-centered pedagogies early in training.

How does the paper use 360degree video?

It uses 360degree video recordings of PST micro-teaching so PSTs can review their own practice and generate structured reflections.

What is the role of the Knowledge Quartet in the study?

The Knowledge Quartet provides prompts and a framework that guide PST reflections, helping them connect teaching decisions with wider classroom impact.

Oct 15, 2026

Upload by Franzy