Photovoice as Scaffolded Inquiry Into Becoming a Teacher: Remembering and Storytelling in Learning to Teach

• In Event: 35.078 - MTCC Roundtable Session 14
  In Roundtable Session: 35.078-2 - Exploring Preservice Teacher Identity Development Through Poetry, Story, and Discourse

Abstract

Photovoice has emerged over the last twenty years as one of a number of participatory visual research approaches. Widely used in the health and visual sociology fields, it has been relatively neglected in teacher education. Adopting a socio-cultural perspective on learning and an interpretive methodology, this study focuses on the use of photovoice by student teachers (n=13) as a scaffold for their inquiry into teaching within a collaborative co-taught two-semester long seminar during the final field placement on a post-graduate teacher education program. We present the claims under two broad themes: (i) the content emphases in student teachers inquiry projects, and (ii) the role of photovoice as a mediational tool for remembering, sharing and story-telling.

Authors

• Paul F. Conway, University of Limerick

• Melissa Parker, University of Limerick

• Carmel Hinchion, University of Limerick