Journal of Pedagogical Sociology and Psychology
The role of classroom discussions in shaping pre-service mathematics teachers’ video analyses and pedagogical perspectives
Figen Bozkuş 1 *
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1 Mathematics Education, Istanbul Medipol University, Istanbul, Türkiye
* Corresponding Author
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Journal of Pedagogical Sociology and Psychology, 2025 - Volume 7 Issue 2, pp. 158-175
https://doi.org/10.33902/jpsp.202532651

Article Type: Research Article

Published Online: 25 Aug 2025

Views: 24 | Downloads: 9

ABSTRACT
The purpose of this study is to explore how the comments made by pre-service mathematics teachers during individual video analyses evolve through classroom discussions, and how these discussions contribute to the development of new pedagogical insights. In this context, the aspects that pre-service mathematics teachers focus on while analyzing a lesson video, as well as their comments on these aspects, have been systematically identified. In this study, the reflections of pre-service mathematics teachers during video analysis were categorized into four main areas: teacher pedagogy, students’ mathematical thinking, student participation, and communication. While pre-service mathematics teachers generally expressed positive views regarding the teacher’s instructional approach in their individual analyses, classroom discussions often elicited contrasting perspectives, encouraging pre-service mathematics teachers to critically evaluate aspects such as the effectiveness of teaching materials, questioning strategies, and student engagement. Significant changes in pre-service mathematics teachers’ perspectives were observed after these discussions, highlighting the dynamic interaction between individual reflection and collaborative dialogue. These findings suggest that video analysis provides pre-service mathematics teachers with the opportunity to observe and evaluate classroom practices in a structured manner, while classroom discussions facilitate deeper engagement, enable the reconsideration of prior evaluations, and promote the development of more nuanced and pedagogically informed insights. Overall, this study underscores the complementary role of video analyses and classroom discussions in supporting the professional growth of pre-service mathematics teachers.
KEYWORDS
classroom discussions mathematics education pre-service mathematics teachers video analyses
In-text citation: (Bozkuş, 2025)
Reference: Bozkuş, F. (2025). The role of classroom discussions in shaping pre-service mathematics teachers’ video analyses and pedagogical perspectives. Journal of Pedagogical Sociology and Psychology, 7(2), 158-175. https://doi.org/10.33902/jpsp.202532651
In-text citation: (1), (2), (3), etc.
Reference: Bozkuş F. The role of classroom discussions in shaping pre-service mathematics teachers’ video analyses and pedagogical perspectives. Journal of Pedagogical Sociology and Psychology. 2025;7(2), 158-175. https://doi.org/10.33902/jpsp.202532651
In-text citation: (1), (2), (3), etc.
Reference: Bozkuş F. The role of classroom discussions in shaping pre-service mathematics teachers’ video analyses and pedagogical perspectives. Journal of Pedagogical Sociology and Psychology. 2025;7(2):158-75. https://doi.org/10.33902/jpsp.202532651
In-text citation: (Bozkuş, 2025)
Reference: Bozkuş, Figen. "The role of classroom discussions in shaping pre-service mathematics teachers’ video analyses and pedagogical perspectives". Journal of Pedagogical Sociology and Psychology 2025 7 no. 2 (2025): 158-175. https://doi.org/10.33902/jpsp.202532651
In-text citation: (Bozkuş, 2025)
Reference: Bozkuş, F. (2025). The role of classroom discussions in shaping pre-service mathematics teachers’ video analyses and pedagogical perspectives. Journal of Pedagogical Sociology and Psychology, 7(2), pp. 158-175. https://doi.org/10.33902/jpsp.202532651
In-text citation: (Bozkuş, 2025)
Reference: Bozkuş, Figen "The role of classroom discussions in shaping pre-service mathematics teachers’ video analyses and pedagogical perspectives". Journal of Pedagogical Sociology and Psychology, vol. 7, no. 2, 2025, pp. 158-175. https://doi.org/10.33902/jpsp.202532651
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