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dc.contributor.authorTrzecak, Terry
dc.date.accessioned2013-04-15T19:48:03Z
dc.date.available2013-04-15T19:48:03Z
dc.date.issued2013-04-15
dc.identifier.urihttp://hdl.handle.net/10464/4299
dc.description.abstractTeacher reflective practice is described as an effective method for engaging teachers in improving their own professional learning. Yet, some teachers do not understand how to effectively engage in the reflective processes, or prefer not to formalize the process through writing a reflective journal as taught in most teacher education programs. Developing reflective skills through the process of photography was investigated in this study as a strategy to allow enhanced teacher reflection for professional and personal growth. The process of photography is understood as the mindful act of photographing rather than focusing on the final product-the image. For this study, 3 practicing educators engaged in photographic exercises as a reflective process. Data sources included transcribed interviews, participant journal reflections, and sketchbook artifacts, as well as the researcher's personal journal notes. Findings indicated that, through the photographic process, (a) teacher participants developed new and individual strategies for professional leaming; and (b) teacher participants experienced shifts in the way they conceptualized their personal worldviews.en_US
dc.publisherBrock Universityen_US
dc.subjectReflective journalen_US
dc.subjectPhotographyen_US
dc.titleReflection Reframed: The Process of Photography as Strategy for Teachers' Reflective Practiceen_US
dc.typeElectronic Thesis or Dissertationen
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-08T01:58:45Z


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