Two teacher educators experimented with the design of video-viewing tasks for language teachers. These were used and evaluated with teachers on in-service courses in Shenzhen, China. Drawing on current theories of language analysis and of task design for teacher education they developed, used and evaluated a series of tasks with different groups of teachers in China. They found that the action research cycle of task development, presentation and evaluation led to more focussed and therefore more useful activities. Finally they draw a number of conclusions about the use of authentic classroom data to guide teachers, thinking while viewing, including details of task design
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