Use of Photo-elicitation to evoke and solve Dilemmas that prompt changes Primary School Teachers’ visions

• Published in: Journal of new approaches in educational research Vol. 9; no. 1; pp. 137 - 152
• Main Authors: Bautista García-Vera, Antonio, Rayón Rumayor, Laura, de la Heras Cuenca, Ana María
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 2020; Universidad de Alicante; NAER - Journal of New Approaches in Education Research; University of Alicante; Springer
• Subjects: Analysis; Attitude Change; Beliefs; Case studies; Cognitive Processes; Conflict; Cualificación docente; Desarrollo profesional; Education; Educational Objectives; Elementary School Teachers; elicitación; elicitation processes; Faculty Development; Foreign Countries; Intervention; Original; Participación del profesorado; Photo; photo-elicitation processes; Photography; Problem Solving; Procesos de foto; Professional development; Professional practice; Professional training; Public Schools; Questioning Techniques; Schools; Students; Teacher cualification; Teacher participation; Teachers; Teacher´ visions; Teaching; Teaching Methods; Tutoring; Visión del profesorado; Spain (Madrid); Teacher´Visions; Professional Training; Teacher Participation; Photo-Elicitation Processes; Teacher Cualification
• ISSN: 2254-7339; 2254-7339
• DOI: 10.7821/naer.2020.1.499

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.