Following the work of Sherin on video clubs (2009), our research focuses on using exemplary teaching practices as learning objects that can support the development of all four dimensions of Shulman and Shulman model (2004), which are the vision, the understanding, the practice and the motivation. We have developed an in-service teacher training program that consists of monthly meetings of one hour during which teachers analyze examples of teaching practices and five grammar learning sessions. During these meetings, participants are encouraged to adopt an interpretive stance, that is to say, they must identify the intention of learning, notice the important elements in the exemplary practices and interpret observations based on their conceptual framework (Hiebert et al., 2007). Thus, the video club provides teachers with the opportunity to demonstrate their expertise and to better understand the links between teaching practices and student learning. The results we will present are based on a one year experiment with three groups of teachers during which we filmed the video clubs discussions as well as classroom practices at the beginning and end of the year. We will also discuss the effects on students’ motivation and writing skills.