Capturing changes in Sudanese teachers' teaching using reflective photography

Wolfenden, Freda; Buckler, Alison

doi:10.1016/j.tate.2012.12.007

Cited by 8 publications

(5 citation statements)

References 32 publications

(30 reference statements)

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“…This finding provides insight on how photocue reflection can help address the problem of relevance of professional learning (Dengerink et al, 2015) by connecting learning across professional learning sites and influencing teacher education practices. Wolfenden and Buckler (2013) found that photographs gave agency to their teacher participants and enabled a discourse with the teacher as learner through sharing their experiences based on images that represent their reality. Similarly, the use of photos and prompts related to our learning in camp resulted in our identifying strongly as learners.…”

Section: Discussionmentioning

confidence: 99%

‘Finding the image’: using photos to give voice to teacher educator professional learning

Parker

Chróinín²,

Coulter

et al. 2020

Curriculum Studies in Health and Physical Education

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Reflective competencies for teacher educators include the ability to reflect on, evaluate, develop alternatives, and change one's own teaching (Koster, Brekelmans, Korthagen, & Wubbels, 2005). Reflection is therefore an important competence in ensuring teacher educators are equipped to respond to the evolving needs, demands, and expectations of teaching and teaching about teaching (Koster et al., 2005;Loughran, 2014). Both policy makers (European Commission, Education and Training, 2013) and researchers (Loughran, 2014) recognise reflection as a key professional development activity for teacher educators to influence their practice (Darling-Hammond & McLaughlin, 2011;Korthagen & Lunenberg, 2004), and by extension teacher quality (Goodwin & Kosnick, 2013).Reflection is therefore a mechanism that can support teacher educators in developing their capacity to learn from experiences and to integrate this learning within their pedagogical practices. For example, Jara and Maggio (2016) demonstrate how, for them, becoming a teacher educator involved a process of framing and reframing knowledge triggered by experience and interactions. Physical education teacher education (PETE) scholars have also emphasised the role of reflection in their development as teacher educators (Fernandez-Balboa, 2009;Fletcher, 2016;Richards & Ressler, 2016). Fernandez-Balboa outlines how self-reflection helped him to 'un-blur' his memory. He proposes self-reflection can help physical education teacher educators to 'establish an incipient handle where to grab the essence of (our)self ' (p. 160). Both Fletcher (2016) and Richards and Ressler (2016) describe how reflection was central to helping them improve their practices as physical education teacher educators. Schön's (1983) writings related to 'reflection-on-action' and 'reflection-in-action' and ultimately 'reflection-on reflection-in-action' (Schön, 1995) provided the theoretical basis

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Section: Discussionmentioning

confidence: 99%

‘Finding the image’: using photos to give voice to teacher educator professional learning

Parker

Chróinín²,

Coulter

et al. 2020

Curriculum Studies in Health and Physical Education

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“…In brief, teachers are nation builders because the strength of every profession in a country grows out of the knowledge and skills they instill in children. Yet, despite the vital role teacher's play in enlightening and inspiring the next generation of leaders, they have very poor working conditions, which do not help them to fulfill this mission well (Wolfenden, et al, 2013). Cameron (2001) pointed out that "Teachers are dedicated professionals WHO have an enduring impact on students.…”

Section: Teachers' Role In Sudanmentioning

confidence: 99%

The Effects of Age Factor on Learning English Language: A Case Study of Sudanese Private and Public Secondary Schools in Khartoum State, Sudan

Alhaj

Ali

Ahmed

et al. 2020

IJLLT

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The current paper aims at studying the age factor in Sudanese public schools and private schools where the starting age differs in both. Also, it aims at finding out whether the late or early starting of learning English language influences the learner's acquisition to language. Moreover, the study aims at showing the difference between learners of English language in private schools and learners in public schools. The tools used for data collection were questionnaire for EFL Sudanese teachers and a test for Sudanese secondary school students. The research was conducted with a total of 30 male students attending Sudanese public schools and private schools. By using the mixed-method research approaches, the findings revealed that most respondents agree that the early learners are better than late ones, that is to say that students of private schools who start learning English at an early age had better mastery of English than those of public-school students who start at a late age. Finally, the study recommended that investigating the effects of age factor on learning English language is a very important phenomenon and may apply in other countries such Egypt, Saudi Arabia etc. This study is the first of its kind to investigate the effects of age factor on learning English language, particularly, in the context of Arab countries.

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“…It mediates the participants to document and report their lived experience, and use "the immediacy of the visual image to furnish evidence and to promote an effective, participatory means of sharing expertise and knowledge" (Wang & Burris, 1997, p. 369). It also gives the opportunities to the psts rather than researcher to ascribe meanings to the photos representing their knowledge and perspective of the phenomenon (Chio & Fandt, 2007;Wolfenden & Buckler, 2013).…”

Section: 13mentioning

confidence: 99%

Exploring Preservice Teachers’ Perception on Rural Teaching and Education through the Mediation of Photovoice

Pei

Jin

Cai

2020

Beijing Int. Rev. Educ.

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Teacher preparation programs (tpps) are expected to help preservice teachers (psts) to be aware of identify and revise their possibly biased perceptions on potential students and schools they may serve. Field experience, a requirement of every accredited tpp, has long been viewed to have an awareness-raising effect to reconstruct experiences into meaningful insights as well as to impact psts’ perceptions. This study employs photovoice to explore five psts’ perception on rural students and education during their 5-day field experiences from visiting five rural and ethnic minority schools in Yunnan, a southwest province of China. The findings from this study indicate that psts in the field far different from their personal education background shift their perspective concern from instruction to student, which could be the sign that psts improve their reflection to become more inclusive, student-centered other than egocentric, teacher-centered. The study also found that photovoice mediates the participants to document and report their lived experience. It gives the opportunities to psts to ascribe meanings to the photos representing their knowledge and perspective of the phenomenon. Implication to tpps is finally discussed.

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Capturing changes in Sudanese teachers' teaching using reflective photography

Cited by 8 publications

References 32 publications

‘Finding the image’: using photos to give voice to teacher educator professional learning

‘Finding the image’: using photos to give voice to teacher educator professional learning

The Effects of Age Factor on Learning English Language: A Case Study of Sudanese Private and Public Secondary Schools in Khartoum State, Sudan

Exploring Preservice Teachers’ Perception on Rural Teaching and Education through the Mediation of Photovoice

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