Photo-Based Reflection: An Arts-Based Approach to Promote Reflection on Educator Collaboration and to Position Preservice Teachers as Co-Researchers

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Examining Outcomes Technology Enhanced Educational Possibilities (Table 31)

Abstract

In this study, we used visual methods to co-theorize and learn from participants’ experiences developing into the various roles of a teacher, bridging theory and practice through educator collaboration. Teacher education typically happens in two distinct contexts: university courses and P-12 classrooms where TCs observe and interact with students (e.g., internships). Traditionally, coursework introduces learning and pedagogical theory, while clinical experiences integrate academic and practical knowledge. The study focuses on a unique approach to TCs reflection on theory and practice. We use an arts-based approach that serves both pedagogical and methodological purposes to explore how TCs are coming to understand their development into the roles of a teacher as well as their experiences of the nuances of educator collaboration.

Authors

• Nicole L. Thompson, Arizona State University

• Elizabeth A. Ruiz, Arizona State University

• Andrea E. Weinberg, Arizona State University

• Jessica Button, Arizona State University

• Wendy Wakefield, Utah Valley University