Abstract
This paper addresses the complexities of experienced teachers constructing new understandings through visual narrative self-study projects. These visual projects include the use of multimodal and self-study practices that explored visual ethnographic theory. The research has two purposes: (a) to examine how experienced teachers working in co- construction develop new contextual understandings as a result of reflection and collaborative dialogue related to visual ethnographic research, and (b) to identify ways in which these experiences support the development of impactful professional growth. This study discovered ways in which this experience supports the meaningful growth, wellness, and resiliency of teachers.
Presenters
Karen TardrewAssociate Professor and Chair of Learning Sciences in Education, Advanced Professional Programs/ National College of Education, National Louis University, Wisconsin, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Teachers,Education,Collaborative,Visual,Literacy,Narrative,Constructive,Resiliency
