ABSTRACT

Teacher reflection is part of teacher education worldwide and often done through discussion or in writing. This study looks into student teachers’ experiences of reflecting on the development of teacher identity through a photo reflection report instead of a traditional written report. The study examines student teachers’ experiences of how a photo reflection report can help them consider their emerging teacher identity and developmental process as a teacher during their one year of pedagogical studies. The participants (n = 27) compiled a photo report with at least seven photos with text descriptions according to selected guiding questions. Data of participant experiences were collected through an online questionnaire at the end of a subject teacher education programme in Finland. The questionnaire data were analysed with thematic analysis. The findings show that the student teachers found the photo reflection report a meaningful and enjoyable way to consider their development as teachers. The photos helped to structure reflection and analyse different aspects of teacherhood. The photo report allowed sufficient flexibility and freedom to make the reflection personal and about one’s own story, which was considered valuable.

摘要

教师反思是全球教师教育的一部分，通常通过讨论或书面形式进行。这项研究调查学生教师通过照片反射报告而不是传统的书面报告来反思教师身份发展的经历。这项研究考察了学生教师的经验，即照片反射报告如何帮助他们在为期一年的教学研究中考虑他们作为教师的新兴教师的身份和发展过程。参加者（n = 27）根据选择的指导问题编写了一张至少包含七张带有文字说明的照片的照片报告。在芬兰的主题教师教育计划结束时，通过在线问卷收集了参与者的经验数据。问卷数据采用主题分析法进行分析。调查结果表明，学生教师发现照片反射报告是一种有意义和令人愉快的方式，可以考虑他们作为教师的发展。这些照片有助于进行反思并分析教师资格的不同方面。图片报告提供了足够的灵活性和自由度，使个人思考和关于自己的故事的反思变得有价值。