04247nam 22006615 450 991064597760332120240202114143.03-031-20164-710.1007/978-3-031-20164-6(CKB)5710000000108216(MiAaPQ)EBC7186268(Au-PeEL)EBL7186268(OCoLC)1367863759(DE-He213)978-3-031-20164-6(EXLCZ)99571000000010821620230123d2023 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierPhotographic Elicitation and Narration in Teachers Education and Development[electronic resource] /edited by Antonio Bautista García-Vera1st ed. 2023.Cham :Springer International Publishing :Imprint: Springer,2023.1 online resource (215 pages)Teacher Education, Learning Innovation and Accountability,2524-55703-031-20163-9 Chapter 1. Photography in the media literacy of teachers: What impression do we give? -- Chapter 2. Photography in the media literacy of teachers: What impression do we give? -- Chapter 3. Photography as a system for representing the teacher’s theories and beliefs -- Chapter 4. Photography in the formative dimension of the practicum -- Chapter 5. Photovoice and photo-elicitation: similarities, differences, incorporation and role in in-service teacher training -- Chapter 6. Structures of the photo-elicitation process and emergence of contradictions in training teachers -- Chapter 7. The use of photo-elicitation situations in the practicum -- Chapter 8. Photo-elicitation in virtual environments as a tool for teachers’ inservice training -- Chapter 9. A brief story about stories -- Chapter 10. Multimodal photo-narration in initial teacher training -- Chapter 11. Modes of photo-narration by teachers and their effect on inquiry into teaching practice -- Chapter 12. The artist’s book as a form of autoethnography for the teaching profession -- Chapter 13. Training Sahrawi teachers using photo-narration in school.This open access book discusses the functionality of the use of the language of photography in teachers' initial and ongoing training. It analyzes the nature of photography as a representation system, facilitating inquiry and reflection on its practice for teachers and evocating on theories and beliefs that may guide their work in classrooms. Photography is used to represent symbolically and affectively possible contradictions in teaching activities or the inconsistencies between planned teaching tasks and the educational purposes pursued. Resolving these conflicts is one of the ways to promote professional development. This book also describes photo-elicitation and photographic storytelling as work procedures. By analyzing the contributions of these techniques, the development of teachers is improved.Teacher Education, Learning Innovation and Accountability,2524-5570Teachers—Training ofProfessional educationVocational educationArt—Study and teachingTeaching and Teacher EducationProfessional and Vocational EducationCreativity and Arts EducationFotografia en l'ensenyamentthubFormació del professoratthubLlibres electrònicsthubTeachers—Training of.Professional education.Vocational education.Art—Study and teaching.Teaching and Teacher Education.Professional and Vocational Education.Creativity and Arts Education.Fotografia en l'ensenyamentFormació del professorat370.711Bautista García-Vera Antonio1338226MiAaPQMiAaPQMiAaPQBOOK9910645977603321Photographic Elicitation and Narration in Teachers Education and Development3058014UNINA