Promoting Photovoice for Teachers’ Self-Reflection on Multimodal Literacy

Nur Arifah Drajati, Ngadiso Ngadiso, Hasan Zainnuri

Abstract


Self-reflection is a concept of learning from experience that dominates teacher educator around the world. It is true that self-reflective is not a natural process since it needs critical thought, self-direction, and problem-solving with personal knowledge and self-awareness. The major premise of the study is that although teachers are repeatedly encouraged to reflect on their teaching and learning, they are unable to do so successfully. Photovoice is a valuable tool to engage teachers in reflecting their own lives outside the school, voice their perspectives and share with other teachers, students, and policymakers. Thus, the purpose of this study is to report on action research that investigated photovoice in emerging teachers’ self-reflective on multimodal literacy. To examine this issue, a qualitative study with an action research design was conducted with five junior high school teachers as participants. The data collected through photovoice and analyzed by using SHoWeD Analysis. SHoWeD analysis is the acronym for a series of questions: (1) what do you see here; (2) what is happening; (3) how does this relate to our lives; (4) why are things this way; (5) how could this image educate people. In general, the study indicates that the use of photovoice for self-reflective on multimodal literacy gives positive impacts on the context of teacher professional development.

References


Farrell, T. S. C. (2012). Reflecting on reflective practice: (re)visiting Dewey and Schon. TESO Journal 3.1

Gun, B. (2010). Quality self-reflection through reflection training. ELT Journal

Gungor, M. N. (2016). Turkish pre-service teachers’ reflective practices in teaching English to young learners. Australian journal of teacher education, 41(2).

Merriam, S.B. (1998). Qualitative research and case study applications in education. San Fransisco, CA: Jossey-Bass.

Richards, J.C. and C Lockhart. (1994). Reflective Teaching in Second Language Classroom. Cambridge: Cambridge University Press.

Schon, D.A. (1991). The Reflective Practitioner: How Professionals Think in Action. London: Routledge

Treadwell, S. M., & Taylor, N. (2017). PE in pictures: using photovoice to promote middle school students’ reflections on physical activity during free time. Journal of physical education,

Vecchio, L., Dhillon, K. K., and Ulmer, J. B. (2017). Visual methodologies for research with refugee youth. Journal of intercultural education .vol 28, No. 2, 131-142

Wang, C. C. (1999). Photovoice: A participatory action research strategy applied to women’s health. Journal of Women’s Health, 8, 185-192.

Wang, C. C., Morrel-Samuels, S., Hutchinson, P. M., Bell, L., & Pestronk, R. M. (2004). Flint Photovoice: Community building among youths, adults, and policymarkers. American Journal of Public Health, 94, 911-913

Ziergiebel, A. M. (2016). Adolescent visual voices: discovering emerging identities through photovoice, perspective and narrative. Educational studies dissertation.


Full Text: PDF

DOI: 10.24042/ee-jtbi.v12i2.5415