Engaging Student Teachers in Reflective Practice Through Photovoice

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Abstract

This study investigates the use of photovoice to enhance reflective practice among early childhood student teachers. Seven participants captured photos representing significant aspects of their student teaching experience and engaged in group discussions to analyze these visual representations. Data analysis revealed four key themes: instructional resources and materials, student engagement and learning, classroom environment and management, and relationships and communication. Findings indicate that photovoice can empower student teachers as active agents in their learning, foster critical dialogue and community-building, and uncover insights overlooked through traditional reflective journaling. The study suggests photovoice as a valuable tool for supporting reflective practice in teacher education, with implications for improving the preparation of future educators.

Author

• Amy Kelly, Governors State University