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Student teachers' experiences of using photos in teacher reflection -…
Student teachers' experiences of using photos in teacher reflection
Research aims
How a photo reflection report can help them consider their emerging teacher identify and developmental process as a teacher during their one year of pedagogical.
How it was meaningful and how it helped the student teacher to consider her/his emerging teacher identity
'How do student teachers consider the use of photos in reflecting on teacher development' (Q1)
'In which ways does the use of photos help student teachers to reflect on their teacher identity.' (Q2)
Research methodology and methods used
Methods
Online questionnaire at the end of a subject teacher education programme
2 Likert-type questions
2 multiple-choice questions
open ended questions
Photo reflection report
Sample size
Student teachers studying to become foreign language teachers with qualifications for all school levels
27, 24 females and 3 males
Qualitative research
Main arguments/findings
Findings
Found photo reflection report meaningful and enjoyable way to consider their development as teachers
Viewed the task favourably
Photo reflection report meaningful
Arguments
Use photos to reflect back on what has happened
Use this analysis to improve
Pedagogical way of thinking/teaching
Reflection as a tool
Develop teacher identity
Conclusions
Q1 result
welcomed as an inspiring, interesting, novel way of working
Personal perspective- describe teacher development/identity
Personality showed not forced
Flexibility to channel reflection instead of repeating old reflective discussions
Took ownership of the reflection report
Q2 result
Express themselves not restricted to words
Empowered
Creative and compile a reflection report which is personal
Shows aspects they found important
Analyse their considerations about teacher development. Become more aware
Bringing back specific memories and incidents
Framework/structure for the report
Meaningful and appropriate ways to express their development
Reflecting interesting/engaging= reflecting needs willingness to examine
Strengths
photos help structure reflection and analyse different aspects of teacher hood
Flexible
Freedom
Able to make it personal/own story
Meaningful
Helped to give a framework for the reflection report/ showed developmental curve
Brings back memories
Limitations
Only the students who had enjoyed the task responded to the questionnaire
Small study group only 27 participants
Taking photos takes a lot of time which could take away from teaching
Autumn term=less knowledge on their children's needs
Ethical implications
Used numbers when quoting how the participants felt to ensure names aren't mentioned
Participants need to know what they are being involved with (documentation outlining the type of research and what they have to do) and able to withdraw if wanted to.
BERA= need to abide by ethical guidelines (the educational ethics board)
WHO 2022
Consent from parents= must understand where the photos will be shared and used
Access to devices, shouldn't leave the setting, strong password
Country of publication and who
Finland
Authors and date
Kaisa Hahl
2020