Researchers and policymakers increasingly argue for grounding teacher education and teachers’ professional development in the practical work of teachers (Darling-Hammond et al., 2017; Grossman et al., 2009). In that vein, a particular useful tool might be the use of video representations of teaching (Borko et al., 2011; Gaudin & Chaliès, 2015; Santagata et al., 2021). International research indicates that videos have the advantage that they provide easier access to classroom observation, and the authenticity of the situation, closely linked to teachers’ practical work (Gaudin & Chaliès, 2015).

In their review of the use of video for professional learning, Gaudin and Chaliès argue that “the most important component of teaching expertise is the ability to identify and interpret relevant classroom events and make instructional decisions based on those interpretations” (2015, pp. 45–46). This ability to identify and interpret can be trained by the use of videos, and is often conceptualized as learning to “notice and reason” (Barnhart & van Es, 2015; Seidel & Stürmer, 2014), or as “reflection” (Brouwer, 2015). Still, little is known about whether training this ability leads to improved teaching practice, and research investigating this further, is called for (Cochran-Smith et al, 2016; Gaudin & Chaliès, 2015; Santagata, König, et. al., 2021).

Research also highlights the importance of scaffolding and support for teachers and teacher candidates while using videos for professional learning. Different designs for pre- and post-service professional learning have been suggested, often indicating learning cycles might be effective (Borko et al., 2008; Lampert et al., 2013; Santagata & Guarino, 2011). Further, many scholars point to distinct pedagogies for using videos, and emphasize the importance of deliberate choices of videos, having a clear goal and observation focus, as well as connected curricula for using specific videos (Borko et al., 2011; Seidel & Stürmer, 2014; Star & Strickland, 2008;). Researchers also highlight the importance of planned and structured discussions of selected videos (Gaudin & Chaliès, 2015), and frameworks for facilitator moves have been suggested (van Es et al., 2014).

In this symposium, Nordic scholars build upon this existing research, and present their perspectives on the overarching research question: Why and how can videos of teaching be used to foster professional learning, during and post teacher education? All papers relate to a common conceptual framing of the use of video in terms of its role in (i) learning to notice and reason or reflect, (ii) the connection between the use of video and the impact on teaching practice; and (iii) the designs and pedagogies of using video

Borko et al. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417-436. Borko, et al. (2011). Using video representations of teaching in practice-based professional development programs. ZDM, 43(1), 175-187. doi:10.1007/s11858-010-0302-5 Brouwer, N. (2015). Video-based reflection on teaching: What makes it effective? ORBIS SCHOLAE, 9(2), 139−144 Darling-Hammond et al. (2017). Empowered Educators: How high performing systems shape teaching quality around the world. San Francisco, CA: Jossey-Bass. Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67. doi:https://doi.org/10.1016/j.edurev.2015.06.001 Grossman et al. (2009). Redefining teaching, re-imagining teacher education. Teachers and teaching: Theory and practice, 15(2), 273–290. doi:10.1080/13540600902875340 Lampert et al. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243. doi:10.1177/0022487112473837 Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM, 43(1), 133-145. doi:10.1007/s11858-010-0292-3 Santagata et al. (2021). Mathematics teacher learning to notice: a systematic review of studies of video-based programs. ZDM – Mathematics Education, 53(1), 119-134. doi:10.1007/s11858-020-01216-z van Es et al. (2014). A framework for the facilitation of teachers’ analysis of video. Journal of Teacher Education, 64. doi:10.1177/0022487114534266