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Video has become a useful tool in Initial Teacher Education for self-evaluation and reflection by pre-service teachers (PSTs). The availability of 360degree video cameras and web-based applications, to review and annotate 360degree videos, allows PSTs greater flexibility to view and review their practice from a variety of perspectives. This study explores PSTs’ use of 360degree video for reflection on their teaching practice. 360degree video provides PSTs with the capacity to pan ‘around’ the video, and in doing so has supported PSTs to detach and reflect on their own practice. The findings suggest that the PSTs valued the additional perspectives afforded by the 360degree nature of the video, which had a particular impact on their understanding of their presence, interactions and explanations. Peer video viewing was also found to be a useful tool in supporting PSTs to ‘notice’ additional areas for improvement in their own practice.

This paper reports on a research project which aims to improve prospective mathematics teachers' relational understanding and pedagogical beliefs for teaching in second-level Irish classrooms. Prospective mathematics teachers complete their teacher education training with varying pedagogical beliefs, and often little relational understanding of the mathematics they are required to teach at second level. This paper describes a course designed by the authors to challenge such beliefs and encourage students to confront and possibly transform their ideas about teaching, while simultaneously improving their subject knowledge and relational understanding. Both content and pedagogical considerations for teaching second-level mathematics are integrated at all times. The course was originally optional and was piloted and implemented in a third-level Irish university. Apart from offering an insight into the design considerations when creating a course of this type, this paper also addresses some of the challenges faced when evaluating such a course. Overall participant feedback on the course is positive and both qualitative and quantitative results are provided to support this and also highlight the efficacy of the programme.