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The use of photo elicitation for understanding the complexity of teaching: a methodological contribution
International Journal of Research & Method in Education Pub Date : 2021-02-09 , DOI: 10.1080/1743727x.2021.1881056
Carolina Hidalgo Standen 1
Affiliation  

ABSTRACT

Educational research results on teachers and teaching are often criticized due to the lack of connection between knowledge production in academic settings and the reality of teachers’ work. One of the main critiques of research is the lack of methodological options to address the complexity of teaching. In fact, research results have often been considered to be decontextualized and far removed from teachers’ every day practices. Based on a study of teacher quality in La Araucanía, this paper is a methodological reflection on the use of Visual Research Methods, particularly photo elicitation, as a method to address the complexity of teaching. Hereby, I explore three contributions from using photo elicitation in research on teachers and teaching: First, the use of pictures provides rich descriptions of teachers’ context of practice. Second, the use of pictures helps to understand better what teachers mean and interpret. Third, it allows researchers and participants to negotiate the interpretations of pictures, by contrasting participants’ views viz-à-viz researchers’ perceptions about the contexts where teachers develop their practice.



中文翻译:

使用照片引出来理解教学的复杂性:方法论的贡献

摘要

由于学术环境中的知识生产与教师工作实际缺乏联系,教师和教学的教育研究成果经常受到批评。对研究的主要批评之一是缺乏解决教学复杂性的方法选择。事实上,研究结果往往被认为是脱离背景的,与教师的日常实践相去甚远。基于对 La Araucanía 教师素质的研究,本文对视觉研究方法的使用进行了方法论反思,特别是图片启发,作为一种解决教学复杂性的方法。在此,我探讨了在教师和教学研究中使用图片启发的三个贡献:第一,图片的使用为教师的实践情境提供了丰富的描述。第二,图片的使用有助于更好地理解教师的意思和解释。第三,它允许研究人员和参与者通过对比参与者的观点来协商图片的解释viz-à-viz研究人员对教师开展实践的环境的看法。

更新日期:2021-02-09
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