Using video to promote early childhood teachers' thinking and reflection

• Video and collective dialogue supports EC teachers' reflection on their practice.
• Collective reflection encouraged critique of teachers' own and others' practice.
• Teachers valued professional learning gained from viewing video of their practice.

This article examines findings from a qualitative study employing group stimulated-recall interviews using video-recordings of early childhood teachers to elicit their thinking and reflections about their teaching interactions. It focuses on the value of video to enable teachers to reflect on their practices and the extent to which collectively viewing recorded episodes allows negotiated understandings of their own and other teachers' practices. Whilst these findings suggest that video and collective dialogue are useful professional learning tools for teachers to examine and improve their teaching, structural and relational challenges exist that may impact on how effectively such tools are used.