Three similarly designed interventions were evaluated in which preservice and in-service primary school teachers received video feedback using structured viewing guides in order to improve the instructional quality of reading and writing lessons. Self-assessments and observations show that after intervention, the teachers in experimental groups, who received structured video feedback, practised significantly more of the teaching behaviours targeted than the teachers in control groups. The findings justify the conclusion that focussing video feedback on domain-specific effective teaching behaviours is a powerful contribution towards raising teachers’ quality of instruction.