Imágenes experienciales y foto-elicitación en la formación del profesorado

  1. Antonio bautista garcía-vera 1
  2. Laura Rayón Rumayor 2
  3. Ana María de Las Heras Cuenca 3
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  2. 2 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

  3. 3 Universidad a Distancia de Madrid
    info

    Universidad a Distancia de Madrid

    Madrid, España

    ROR https://ror.org/01r9skd65

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Journal:
Educatio siglo XXI: Revista de la Facultad de Educación

ISSN: 1989-466X,  1699-2105

Year of publication: 2018

Issue Title: Inclusión, Tecnologías Educativas y Formación

Volume: 36

Issue: 2

Pages: 135-162

Type: Article

DOI: 10.6018/J/333001 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educatio siglo XXI: Revista de la Facultad de Educación

Abstract

This article studies the role of photography in the professional development of teachers. The first results of the research project are presented here. Three teachers and a director of three primary schools participated in it during two academic years. The teachers used photography to represent their main concerns and the professional dilemmas they encountered during their work. Issues that, subsequently, were shared and debated on in groups through photo-elicitation sessions. The reflection on these events brought forth their theoretical-practical knowledge and the emotions they experienced. The relationship between the mental images of the teachers in these situations and how they materialized through photographs is analyzed and discussed in this paper. The results show the relevant role of rhetorical figures, especially metonymy, to understand the semiotic process of conceptualization and meaning of objects and events of the reality lived in the classrooms and their photographic representation. In addition, the analysis and deliberation during the photo-elicitation on the images taken allowed the teachers to carry out a deliberative process and to reassign meanings regarding their actions in the classrooms. This, in turn, entailed a change and transformation of their teaching practice that, to a large extent, is a key aspect of their professional development.

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Funding information

Este trabajo no hubiera sido posible sin la financiación del Ministerio de Economía y Competitividad del Gobierno de España, en la convocatoria del Plan Nacional I+D+i de 2014, referencia EDU2014-57103-R

Funders

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