This paper introduces the methodological approach and the pedagogical-phenomenological practice of video analysis. In a first step, basic structures of phenomenological theories of experience, of embodiment as well as theories of responsivity and image will be introduced. In a second step, watching and perceiving video data is identified as a responsive and participatory experience. In a third step, the methodical ground of our research is introduced by giving an overview of epistemological and methodological aspects of the phenomenological approach. In this context, the individual steps of phenomenological video analysis and phenomenological analysis in general will be put to practice on an example. In doing so, teaching in the classroom is determined as an interattentional form of responsivity, in which showing as a specific pedagogical form of embodiment corresponds with becoming attentive. In a final step, research results on a typology of pedagogical gestures of showing and pointing will be introduced.
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