ABSTRACT
The final chapter of this section discusses if and how the use of video can contribute to responsive teaching. Scholars in the field have raised concerns that attention to practice-based teacher education and specific teaching practices, often in combination with the use of video, might lead to an instrumental and technical approach to teacher learning. The chapter summarizes research indicating some of the affordances of using video to teach responsively, for instance in terms of practicing noticing skills related to the responsiveness of a specific teaching event, in terms of enactment of reasoned practice and in-the-moment decision-making, or in terms of bringing about a shift in teachers’ attention—from their own teaching to their students’ learning. The chapter also highlights some of the challenges with using videos for the purpose of responsive teaching, and conditions for success. Throughout the chapter, empirical data from different Nordic contexts is used to illustrate these key points.
