Using visual reflective diaries of photographs of school buildings as a tool for empowering students in teacher training

Abstract

This article explores the uses of photography as a basis for creating a reflective diary for students in teacher training programs. The students engage in creating still photographs of the school building of their placement, during various stages of the course. The study focuses on the analysis of selected photographs of three case studies, in conjunction with written narratives, which are integrated in the visual diaries. The aim of the study is to create an alternative approach for modeling student supervision in the second year of teacher training, enabling freedom of expression that encourages personal professional growth through the use of photography.