While many research articles present promising practices in video as a tool in teacher learning, there are no practitioner-friendly texts that organize a variety of approaches for application in the field. This book fills that gap by helping educators to greatly expand their repertoire and confidence in introducing, designing, implementing, and assessing video-based professional development. The authors focus on the variety of ways in which video can support and encourage reflection, increase awareness, foster collaboration, share practice, provide a tool for analysis, aid in materials production, and establish online communities of practice. Video allows for endless possibilities for context-sensitive noticing, editing, sharing, repackaging, and tagging, especially in combination with screen-capture software, and there is an increasing array of tools that can be harnessed to support teacher learning. These can help to make aspects of classrooms, methodology, and learning more concrete and visible. Across the chapters, the book draws on a growing community of educators using video in a wide range of approaches, and features their experiences and views through data and vignettes. In doing so, this text acts as a conduit for innovative and effective video and visual media use in language teacher education.