Image Making as a Source for Learning and Self-reflection in Teacher Education and Research
Teacher education can be considered as a project where students shape their own future profession and the tutors convey the desirable qualities of the profession. Tutors present their own practical experience, subject knowledge, pedagogical theories, attitudes concerning gender, and the government’s aspirations. The students digest this by means of courses and teacher-supervised practical work in schools. All in all, this will give students a good starting point for their profession after the completion of their education. But what tools will teacher trainers provide students with for self-reflection and understanding of their teaching practice? To what degree is gender considered in the teaching practice? Are teacher trainers and teacher education aware of the discourses they provide? My research is based on images produced by students under the self-reflective theme: 'Who am I as a teacher?'. These images constitute the empirical material in my thesis. Can these images be considered as nodes where different discourses meet in the reflective visualization of the students? And if so what does this tell us about the teacher education? In my presentation, a limited number of images are used and questions are asked about representation and methods.
Keywords: Teacher Education, Gender, Imagemaking, Self-reflexion
Eva Skåreus
PhD student, Department of Creative Studies |
Ref: L06P0187