Photovoice as a Tool for Critical Reflection in Communities of Practice for Teachers' Professional Identity Development

Abstract

Professional identity is very important in teaching practice. There is a consensus in the literature that critical reflection can help novice teachers to develop a professional identity. Written form reflective tools such as diaries, reflective papers, and logbooks are conventional instruments for critical reflection among novice teachers. However, written reflective tools have several shortcomings: a) they overly rely on verbal communication; b) there are no standardized guidelines for critical reflection using written-form reflective tools, and c) using written-form reflective tools is an intrapersonal activity. Photovoice has emerged as a new tool for critical reflection in the last few decades. Using photovoice, novice teachers critically reflect through photographs rather than writing. Empirical research has standardized the critical reflective procedure of photovoice. Communities of practice are a signature feature of photovoice. Establishing a community of practice is an effective way for novice teachers to develop a professional identity via interpersonal interaction within a group, sharing their photographs and reflections. Empirical research shows that photovoice enables novice teachers to develop a professional identity. This paper describes the disadvantages of written-form reflective tools and outlines an innovative method of encouraging novice teachers to perform critical reflection.