The use of videos to analyze teaching practices or initial teacher training is aimed at helping build professional skills by establishing more explicit links between university education and internships and practical work in the schools. The purpose of this article is to familiarize the English-speaking community with French research via a study of the use of videos in preservice teacher education. The scientific research trend called “course of action” is presented, along with a brief summary of several studies conducted in the context of initial teacher education in France, which point out the respective contributions of four distinct video-based approaches to professional development for educating new teachers. Last, the authors’ conceptual contribution is presented based on a few scientific studies conducted between 1965 and 2017 that exemplify the different approaches to the use of video-based training for new and experienced teachers. This conceptualization is designed to help the field rethink the various ways of conceiving of video resources in education, of providing guidance during video viewing, and of organizing the various goals of video viewing and the different objects of analysis into a step-by-step teacher-training program.