Things Fall Apart and Come Together: Using the Visual for Reflection in Alternative Teacher Education Programmes

Mitchell, Claudia; Dillon, David; Strong‐Wilson, Teresa; Pithouse, Kathleen; Islam, Faisal; O’Connor, Kevin; Rudd, Christina; Staniforth, Patricia; Cole, Amy

doi:10.1080/13586840903557068

Cited by 11 publications

(8 citation statements)

References 14 publications

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“…According to Shulman (1987), teachers learn from their experiences of teaching and learning through a set of reflective processes, which 'reconstructs, reenacts, and/or recaptures the events, the emotions, and the accomplishments' (19). Studies that document various methods for promoting reflective practice in teacher education include writing journals (Pedro 2005;Tan 2006), online journal entries (Qian and Tao 2005), personal narratives (Parker 2010), portfolios (Chitpin and Simon 2009), digital portfolios (Sung et al 2009); informal reflection through weblogs (Shoffner 2008), photographs (Mitchell et al 2010), poems (Clark 2009), peer video analysis (Harford, MacRuairc, and McCartan 2010), video (Maclean and White 2007) and 510 M.W.Y. Wong and J.W.C.…”

Section: Analytical Frameworkmentioning

confidence: 98%

Initiating small class teaching in Hong Kong: video reflective narratives and the professional developmental learning model

Wong

Pow

2012

Teacher Development

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This study explores the use of video reflective narratives. It reports on data derived from 28 in-service primary school teachers undertaking professional development to support small class (n = 25) teaching in Hong Kong. The findings serve to highlight that such professional development is fraught with confounds, for professional development works at the level of the individual, and is complex and interactive. Analysis of data derived from video reflective narratives suggests that such phenomenon may be explained by reference to a professional developmental learning model. Findings suggest that such interactions are predictable and accordingly, the effects of specific professional development programs can be monitored.

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Section: Analytical Frameworkmentioning

confidence: 98%

Initiating small class teaching in Hong Kong: video reflective narratives and the professional developmental learning model

Wong

Pow

2012

Teacher Development

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“…No obstante, estos resultados requieren replicación, por el motivo señalado y por ser un proyecto de innovación. Sin embargo, la evidencia que aporta es consonante con la de otros trabajos (Mitchell et al, 2010;Savva & Erakleous, 2018;Vigo & Soriano, 2014). La indagación narrativa, en el primer caso, nos ha permitido llegar a obtener dimensiones relevantes de las realidades vividas y conceptualizadas por los participantes, siendo sometidas a un proceso de re-significación, clave para el cambio de las prácticas docentes y las relaciones entre los alumnos desde sus preconcepciones, valores y acciones, con una progresiva contribución a la mejora de la práctica docente y de la convivencia intercultural.…”

Section: Conclusionesunclassified

Foto-Elicitación e indagación narrativa visual en estudio de casos y grupos de discusión

Rumayor¹,

Iruela²,

Cuenca³

et al. 2021

New Trends in Qualitative Research

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“…Can we begin to think about a new literacy of AIDS, one that is about keeping young people alive? (p. 355-356) In another project, Mitchell et al (2010) organized a literacy project in Swaziland photographing broken doors of school toilets that exposed the vulnerability of girls to the dangers of rape and HIV when using public facilities with no security such as locks on doors or CCTV cameras. Given the high occurrences of gender-based violence and the connections between violence and HIV/AIDS among young girls, Mitchell and Smith (2003) suggest that authors and publishers use literature to confront issues such as "aggressive masculinity, biological vulnerability, negotiating sex, HIV testing, disclosure" (p. 516).…”

Section: Literature Reviewmentioning

confidence: 99%

Discoursing Health Literacies for HIV/AIDS Education

Oguanobi

2018

EJRE

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Health literacy is an important tool for HIV/AIDS education. It provides a space for students to use local literacy tools such as films, literature, and arts to explore ways of managing the HIV/AIDS virus in communities ravaged by the disease. HIV/AIDS affects the lives of millions of people in many African countries and requires a robust strategy by educators to tackle the epidemic and create safe spaces for students in schools and communities where young people face stigma and discrimination for having the virus, or living with people who have the virus. In this paper, the author discusses how students in some African countries respond to locally manufactured HIV literacy educational tools produced by members of the community. The author makes the case that it is important for schools to incorporate locally manufactured HIV/AIDS health literacy instruction into the curriculum; this would allow young people to engage with health literacies that are resonant of their embodied experiences. Keywords: Africa, discrimination, health literacies, HIV/AIDS, school programs

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Things Fall Apart and Come Together: Using the Visual for Reflection in Alternative Teacher Education Programmes

Cited by 11 publications

References 14 publications

Initiating small class teaching in Hong Kong: video reflective narratives and the professional developmental learning model

Initiating small class teaching in Hong Kong: video reflective narratives and the professional developmental learning model

Foto-Elicitación e indagación narrativa visual en estudio de casos y grupos de discusión

Discoursing Health Literacies for HIV/AIDS Education

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