Biographical inquiry, photovoice and reflective writing in the pre-service teachers' practicum

Abstract

We present an evaluative case study on a training proposal in the Degrees of Teaching of the University of Cantabria that is articulated on dilemmatic situations that the students must confront reflectively. This formative proposal is based on the formative possibilities of writing, biographical exploration and the methodology of Photovoice. The instruments for gathering information are: Audio recordings and transcriptions of seminars, the student diaries and the photographs taken by the students. We carry out a content analysis that demonstrates the potential of the training proposal to record those issues that are relevant to their teaching performance; promote critical dialogue and shared knowledge through the negotiation of meanings of the images made; analyze and reorient teaching action and thinking. In this way, images and collaborative reflection become powerful levers of teacher training.