In this article, the author argues that there is a lack of research into the role of the facilitator of discussions of video for professional development.
A key purpose of this article is to expose aspects of the role of the facilitator of teacher learning, not reported in previous research in the use of video.
Hence, the author documents research he undertook into the use of video as a tool for teacher learning.
In analysing empirical data from one school, he suggests five key aspects or decision points in working with teachers on video: selecting a video clip, setting up the discussion norms, re-watching the video, moving to interpretation, and metacommenting. The author argues that having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories.