Video is increasingly used to support in-service teacher professional development (TPD). Advances in affordability and usability of technology means that interest is set to develop further. Studies in this area are diverse in terms of scale, methodology and context. This places limitations on undertaking a systematic review; therefore we use a scoping review approach. Our analysis involves 82 studies from which we thematise subtopics and assess research characteristics. This provides a much-needed analysis to inform researchers and practitioners. Additionally, we identify robust studies that consider the effect of video on teacher cognition and classroom practice. A consistent finding is that video is effective when used as part of TPD. Since studies largely use thematic qualitative analysis, however, this consensus needs further examination. Further qualitative and quantitative research is needed to identify how the use of video impacts on classroom practices.