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The enactment of norms is a key challenge for professional development (PD) facilitators, particularly in video-based programs where teachers tend to be judgmental. This study follows seven novice facilitators of a video-based PD program that aims to promote reflection on practice while downplaying criticism on the filmed teachers' actions. We describe how the novice facilitators enacted norms and responded to teachers' judgmental comments, in order to unpack this challenge. The findings show that although the facilitators underwent the same preparation, considerable variations were found in their decision-making concerning this issue. We describe possible reasons for the different decisions, and suggest implications.

International audience; The study reported here explored how secondary mathematics teachers, participating in a school-based video club, communicated with each other and with the facilitator along the different sessions of the club. Specifically, their evaluative comments were analyzed, with respect to the non-judgmental norms that this club aimed to nurture. Three types of evaluative comments were identified, reflecting varying degrees of teachers’ capability to interpret and discuss observed teaching moves while attributing possible rationalizations to the filmed teacher’s decisions. It was found that the amount of highly judgmental comments decreased as the club proceeded, allowing for a more productive communication.

International audience; This paper reports on a study conducted as part of a larger project, named VIDEO-LM, which centres on video-based professional development for secondary mathematics teachers. The project aims to facilitate the reflective skills and the Mathematical Knowledge for Teaching (MKT) of secondary school teachers, in particular those teaching advanced mathematics courses. At the core of the project is a 6-component framework developed for analysing videotaped lessons in collabora-tive discussions with teachers. We describe the rationale and novelty of the project and the framework. Then, we focus on a study which examines the MKT growth of a group of teachers who participated in VIDEO-LM peer discussions, and present some preliminary findings.