Abstract

The purpose of this study was to introduce photovoice as a pedagogical tool in an in-service program for geography teachers, demonstrate the implementation of this methodology, and examine its outcomes, strengths, and weaknesses. The applicability of photovoice as a pedagogical tool for secondary school geography as well as its strengths and weaknesses were clarified. As a pedagogical tool for geography, photovoice not only allowed in-service geography teachers to develop critical thinking, but also fostered active citizenship. In addition, photovoice afforded in-service geography teachers the opportunity to capture the public geography learned in the classroom in the field and subsequently add their own voice to discover their own personal geography. Despite these strengths, in order for geography teachers to employ photovoice in their classes, issues such as time, evaluation, place, and safety as well as inviting decision-makers and policymakers to the presentation process are challenges that need to be addressed. As this study focuses on geography teacher education, further research needs to be done with younger students.

摘要

本研究的目的是在地理教师的在职项目中引入 photovoice 作为教学工具，展示该方法的实施，并检查其结果、优势和劣势。阐明了照片语音作为中学地理教学工具的适用性及其优缺点。作为地理教学工具，照片语音不仅可以让在职地理教师发展批判性思维，还可以培养积极的公民意识。此外，photovoice 让在职地理教师有机会捕捉在现场课堂上学习的公共地理，然后添加他们自己的声音来发现自己的个人地理。尽管有这些优势，为了让地理老师在课堂上使用照片语音，时间、评估、地点和安全等问题以及邀请决策者和政策制定者参与演示过程都是需要解决的挑战。由于本研究侧重于地理教师教育，因此需要对年轻学生进行进一步的研究。