Use of Photo-Elicitation to Evoke and Solve Dilemmas That Prompt Changes Primary School Teachers' Visions

Autor/inn/en	Bautista García-Vera, Antonio; Rayón Rumayor, Laura; de la Heras Cuenca, Ana María
Titel	Use of Photo-Elicitation to Evoke and Solve Dilemmas That Prompt Changes Primary School Teachers' Visions
Quelle	In: Journal of New Approaches in Educational Research, 9 (2020) 1, S.137-152 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bautista García-Vera, Antonio) ORCID (Rayón Rumayor, Laura) ORCID (de la Heras Cuenca, Ana María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Photography; Elementary School Teachers; Faculty Development; Problem Solving; Attitude Change; Educational Objectives; Public Schools; Foreign Countries; Cognitive Processes; Intervention; Conflict; Teaching Methods; Beliefs; Questioning Techniques; Spain (Madrid) + Suchen Sie Ihr Suchwort? Fotografie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Problemlösen; Attitudinal change; Einstellungsänderung; Educational objective; Bildungsziel; Erziehungsziel; Public school; Öffentliche Schule; Ausland; Cognitive process; Kognitiver Prozess; Konflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Befragungstechnik; Fragetechnik
Abstract	The present article investigates the potentialities of photo-elicitation as a technique in teacher professional development. This study analyses the process of eliciting dilemmas in four primary teachers, whose solution has proved to contribute to the teachers' education. To this end, the effect of different types of external observers' intervention in dilemma generation, participating in sessions developed with a specific photo-elicitation procedure, is explored. The knowledge pursued in order to meet the study objectives concerned inconsistencies between goals and practices and teachers' dilemmas. These inconsistencies and dilemmas are tacit and with multiple possible interpretations, and are therefore not measurable. They consequently require an interpretative research approach using a qualitative method of inquiry based on collective case studies. The results show that the inconsistencies introduced to the teachers, by questioning their teaching practice, are enough but not necessary to pose professional dilemmas. Solving these dilemmas led the teachers to change their conceptual and processual beliefs, as well as their teaching activities. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01