Productive pedagogies (PP) is an influential framework for teaching and learning that has featured well in current reforms of teacher education. The present study was designed to examine principles of PP adopted by a cohort of beginning mathematics teachers. A networked online learning environment, WebCT(TM), facilitated the teachers' deliberations about PP. The uptake of PP by these new teachers was examined in the context of a collaborative activity in which the teachers were required to reflect on, critique, and share views with peers about a lesson on the teaching of multiplication. These online interactions are argued to provide opportunities for shared learning and activity. Qualitative analyses of the results show that participants espoused and embraced dimension of PP in varying degrees. The implications for using WebCT(TM) and similar online course management systems to support teacher reflections on best practice are discussed.