Photographic Elicitation and Narration in Teachers Education and Development (Teacher Education, Learning Innovation and Accountability)

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. Preface Contents Part I Photography as a System of Representation and Meaning in Teacher Training 1 Photography in the Media Literacy of Teachers: What Impression Do We Give? Introduction Media Literacy in Teacher Training Photography in the Development of Media Literacy: A Bit of History Photography and Education in the Digital Age Photography in Teacher Training References 2 Photography as an Element of Reflection in Teacher Training and Research Introduction A Note on Photography Today Photography in Teacher Training References 3 Photography as a System for Representing the Teacher’s Theories and Beliefs Introduction Representing the Teacher’s Practical Knowledge Through Photography Photographic Representation and Elicitation of Teachers’ Theories and Beliefs The Rhetoric of Imagery Meta-Representations Spatial Organization: Camera Angle and Shot References 4 Photography in the Formative Dimension of the Practicum Introduction The Practicum: Formative Dimension Photography in the Formative Dimension of the Practicum Case Study: Photography in the Practicum of Teaching Degrees Taught at the Universidad Complutense De Madrid On Professional Competence On Pedagogical Competence On Subject Competence On Intercultural Competence On Linguistic Competence References Part II Photo-Elicitation in Teacher Professional Development 5 Photovoice and Photo-Elicitation: Similarities, Differences, Incorporation and Contribution in In-Service Teacher Training Introduction Conceptualization and Methodological Delimitation of Photovoice Conceptual and Methodological Overview of Photo-Elicitation Similarities and Differences Between Photovoice and Photo-Elicitation Application and Value of Photovoice and Photo-Elicitation in In-Service Teachers Education References 6 Structures of the Photo-Elicitation Process and Emergence of Contradictions in Training Teachers Introduction Photo-Elicitation Situations: Elements and Procedures Elements Involved in Photo-Elicitation Situations The Order of Intervention of Each Protagonist Structure of Photo-Elicitation Sessions Aimed at Revealing Contradictions Configuration of a Teacher Inquiry and Evaluation Ritual That Promotes the Emergence of Contradictions: Elements and Structure of a Photo-Elicitation Session References 7 The Use of Photo-Elicitation Situations in the Practicum Introduction Photo-Elicitation in the Pre-service Teacher Practicum The Practicum and Its Regulatory Framework Photo-Elicitation-Mediated Reciprocal Training Between School Tutors and Practicum Students References 8 Photo-Elicitation in Virtual Environments as a Tool for Teachers’ In-Service Training Introduction Photography as an Act of Communication Photo-Elicitation in Teachers’ In-Service Training Transferring Photo-Elicitation to Virtual Contexts By Way of an Epilogue References Part III Photographic Storytelling in Teacher Training 9 A Brief Story About Stories Introduction The Photographic Narrative Photography as a Response Narrative Structures Narrative in the Photo Gallery Narrative in the Photo-Book Visual Variety The Technical Script The General Shot Close-Ups and Interaction Sequences or Micro-Stories Decisive Moment Detail and Close-Ups Portrait and Personalisation Closing Photographs References 10 Multimodal Photo-Narration in Initial Teacher Training Introduction Photo-Narration and Personal and Social Transformation Photography, Narration and Learning Photograph, Narrate and Share: Constructing Other Discourses and Experiences Wandering, Taking Photographs and Composing Narratives Through a Collage Mural Breaking the Frame References 11 Modes of Photo-Narration by Teachers and Their Effect on Inquiry into Teaching Practice Introduction Prior Technical Considerations Audiovisuals Are Absent from Teacher Training Photo-Narration as an Inquiry Practice Types of Narrative for a Variety of Inquiries Other Ideas for Inquiry Using Photo-Narration Additional Considerations for Analysing Photo-Narration in Teacher Training References 12 The Artist’s Book as a Form of Autoethnography for the Teaching Profession Reflections on the Photographic Act Artists’ Books Photo-Narration in the Configuration of Teachers Autoethnography in the Configuration of the Teaching Profession Two Cases of Autoethnography in Primary School Teacher Training References 13 Training Sahrawi Teachers Using Photo-Narration in School Introduction The Geographical and Human Context Context 1: Liberated Territories Context 2: Sahrawi camps in Algerian Territory Schooling and Teacher Training as the Collective Construction of Social Responsibility Two Training Programmes Based on Photo-Narration Supporting the School of Resistance References