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Much research on teachers’ professional vision examines development through video interventions. Evidence suggests they change focus towards specifics, subject matter and students and away from the evaluation. This study was designed to examine whether there was a discernible difference between viewing pre-service teachers’ own videos or general videos and if there were differences between disciplines. However, in marked contrast to existing literature, the video intervention led to no important discernible differences between video conditions and few differences between discipline conditions. We discuss possible reasons for this and demonstrate a positive role of divergent replications such as this in understanding the role of video interventions in the development of professional vision.