ABSTRACT
Using video for professional learning is not effective in itself but demands conscious and complex pedagogies for success. This chapter summarizes research on a variety of aspects related to pedagogical designs when using videos for professional learning. It highlights challenges with producing and selecting video clips and outlines research on facilitation moves the teacher educator or PD facilitator can use to enhance discussions around videos of teaching. Finally, the chapter points to the advantages of creating communities of practice that engage in cycles of investigation into their own or others’ teaching practices. Throughout the chapter, empirical evidence from two projects set in the Nordic countries is used to illustrate key points.
