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This study describes the planning activities of 12 in-service elementary school teachers in Quebec. Theureau's (2006) course-of-action theory was used to document the teachers' life course relating to their planning activities over an entire school year. Semi-directed interviews were conducted using authentic planning materials (agendas, workbooks, schedules, etc.) used by teachers in order to describe their activity as it unfolds over time. The results show that teachers for all school subjects concurrently, mainly differ according to the timeframe involved (short, medium, long-term). Their concerns remain largely unchanged over the three timeframes, except that they are fleshed out in more detail for the short term, particularly with regard to the complexity of taking into account the pupils' characteristics, the teachers' situation and the collaborative nature of these activities. Results also describe how their planning activities are supported by multiple actions and communications over an entire school year.

Given the effort invested in workplace professional development programs, professional learning, as it takes place in context, should be examined closely to help inform the design of training mechanisms that will truly contribute to professional development. In particular, given the interest and growth in the use of video for the development of reflective practice among professionals, it appears relevant to further examine video-based mechanisms. Teacher education constitutes a fertile ground in this regard. This article thus presents a literature review on the use of video for the professional development of teachers, particularly regarding their ability to reflect on their own teaching practices. To this end, 89 articles were analyzed to bring out the participants' learning, in terms of both the learning process itself and its effects. Our findings show that video-based training mechanisms lead to significant learning, at least in the medium term, but that the collaborative dimension of learning could be further explored.