The potential for using visual elicitation in understanding preschool teachers’ beliefs of appropriate educational practices

Ruto-Korir, Rose; Beer, Carien Lubbe-De

doi:10.15700/saje.v32n4a661

Cited by 14 publications

(11 citation statements)

References 17 publications

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“…Thus, the choice of visual methodologies to gather students’ views on how learning occurs in various contexts could mitigate the limitations of self-reports and verbally based research methods. As Ruto-Korir and Lubbe-De Beer (2012, p. 404) argue, it is possible to overstate the contributions of visual methods and photo elicitation in capturing the subtleties of participants’ beliefs toward a specific subject.…”

Section: Introductionmentioning

confidence: 99%

Reframing Photovoice to Boost Its Potential for Learning Research

Ciolan

Manasia

2017

International Journal of Qualitative Methods

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Visual methods are not new within education research field, but they are certainly an innovative approach, especially in higher education where students' voice is understood as a central need. In this positional article, the authors intend to accomplish two key objectives. First, the article aims to emphasize that visual method, especially photovoice, can be enriching for studying the ways students engage in learning activities and support authentic conversations about how learning takes place and what students are thinking about this process (metacognition). The second objective is to set theoretical and methodological grounds to apply visually based methods such as photovoice and bubble dialogue in education research, particularly in learning research area. The considerations regarding specific methodological aspects are based on the discussion of a study conducted by using photovoice methodology. The authors suggest that participatory analysis and particularly interpretative phenomenological analysis are appropriate to complete the process of data analysis. The article, therefore, contributes to expanding knowledge about specific visual methods and set the ground for methodological innovation in learning research.

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Section: Introductionmentioning

confidence: 99%

Reframing Photovoice to Boost Its Potential for Learning Research

Ciolan

Manasia

2017

International Journal of Qualitative Methods

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“…A second way to organise these sessions is for the photograph to be taken by someone other than the teacher who is the subject of professional development (Estepa & Amador, 2016;Miller, 2016;Richard & Lahman, 2015;Ruto-Korir & Beer, 2012;Strickland, Keat, & Marinak, 2010), to conduct photo-elicitation sessions using photographs taken by students and their parents to inform and ask their respective tutors about homework or to examine interactions between families in relation to the school.…”

Section: Photo-elicitation As a Tool For Teachers' Professional Develmentioning

confidence: 99%

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

García-Vera

Rumayor

Cuenca

2020

J. New Approaches Educ. Res.

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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.

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“…And secondly, it might not be suitable for research projects with limited time frames or budgets. Such projects require less challenging methods in terms of data collection time, resources, and ethical approval (for a discussion on ethical approval, see [36]).…”

Section: Critical Comments On Reflective Vsimentioning

confidence: 99%

Eliciting tacit knowledge: The potential of a reflective approach to video-stimulated interviewing

Braak¹,

Groot

Veen³

et al. 2018

Perspect Med Educ

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The potential for using visual elicitation in understanding preschool teachers’ beliefs of appropriate educational practices

Cited by 14 publications

References 17 publications

Reframing Photovoice to Boost Its Potential for Learning Research

Reframing Photovoice to Boost Its Potential for Learning Research

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

Eliciting tacit knowledge: The potential of a reflective approach to video-stimulated interviewing

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The potential for using visual elicitation in understanding preschool teachers’ beliefs of appropriate educational practices

Cited by 14 publications

References 17 publications

Reframing Photovoice to Boost Its Potential for Learning Research

Reframing Photovoice to Boost Its Potential for Learning Research

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

Eliciting tacit knowledge: The potential of a&nbsp;reflective approach to video-stimulated interviewing

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Eliciting tacit knowledge: The potential of a reflective approach to video-stimulated interviewing