Del i serien Teacher Education, Learning Innovation and Accountability

Photographic Elicitation and Narration in Teachers Education and Development

Häftad, Engelska, 2023

429 kr

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This open access book discusses the functionality of the use of the language of photography in teachers' initial and ongoing training. It analyzes the nature of photography as a representation system, facilitating inquiry and reflection on its practice for teachers and evocating on theories and beliefs that may guide their work in classrooms. Photography is used to represent symbolically and affectively possible contradictions in teaching activities or the inconsistencies between planned teaching tasks and the educational purposes pursued. Resolving these conflicts is one of the ways to promote professional development. This book also describes photo-elicitation and photographic storytelling as work procedures. By analyzing the contributions of these techniques, the development of teachers is improved.

Produktinformation

Utgivningsdatum2023-01-24
Mått155 x 235 x 18 mm
Vikt366 g
FormatHäftad
SpråkEngelska
SerieTeacher Education, Learning Innovation and Accountability
Antal sidor213
FörlagSpringer International Publishing AG
ISBN9783031201660
OriginaltitelLa fotografía en la formación del profesorado

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Antonio Bautista García-Vera is Professor in the Department of Educational Studies at the Complutense University of Madrid, for more than thirty years. He heads the "Technological Development, Social Exclusion and Education" (DETECESE) consolidated research group of the aforementioned university. He has authored more than a hundred articles and contributes to various journals, institutions, and national and international evaluation agencies.

Chapter 1. Photography in the media literacy of teachers: What impression do we give?.- Chapter 2. Photography in the media literacy of teachers: What impression do we give?.- Chapter 3. Photography as a system for representing the teacher’s theories and beliefs.- Chapter 4. Photography in the formative dimension of the practicum.- Chapter 5. Photovoice and photo-elicitation: similarities, differences, incorporation and role in in-service teacher training.- Chapter 6. Structures of the photo-elicitation process and emergence of contradictions in training teachers.- Chapter 7. The use of photo-elicitation situations in the practicum.- Chapter 8. Photo-elicitation in virtual environments as a tool for teachers’ inservice training.- Chapter 9. A brief story about stories.- Chapter 10. Multimodal photo-narration in initial teacher training.- Chapter 11. Modes of photo-narration by teachers and their effect on inquiry into teaching practice.- Chapter 12. The artist’s book as a form of autoethnography for the teaching profession.- Chapter 13. Training Sahrawi teachers using photo-narration in school.