ABSTRACT
This book speaks to the complexity of teaching and teacher learning, pointing to video as a promising tool in that respect. The book provides evidence for how the use of video for professional learning can have positive effects on teachers’ professional vision, their teaching practices and also their ability to reason and enact teaching responsively. Further, we point to the complexity of employing video as a tool for professional teacher learning, outlining a range of issues that need to be taken into account before setting out to use videos. We discuss the production and selection of videos, the facilitation of assignments and discussions, and the importance of a common language for discussing teaching. Finally, we point to the need for conscious research design when researching the use of video for professional learning and illustrate with some examples how this can be done. Across the sections and chapters of this book, however, we have not only presented the advantages of video but also point to challenges in doing this work.
