Preservice Teachers’ Perspective of Photovoice and Visual Literacy Experiences
Abigail Winard, Lory E. Haas, & Slimane Aboulkacem
Sam Houston State University, USA
Abstract. The image and visual experience has become an accessible and embedded part of our society. The digital generation lives in an age of new media and photograph. They constantly engage in capturing moments with portable devices, and then sharing and receiving pictures. In this qualitative study, the researchers examined the perceptions of twenty-two undergraduate preservice teachers on visual literacy using Photovoice at a public university in southeast Texas. The participatory action research was carried out by allowing preservice teachers to participate in the Photovoice process and ultimately create their own Photovoice product. Through the process, participants analyzed a variety of photographs which served as catalysts for meaningful discussion to develop visual literacy skills and promote critical pedagogy. The study was implemented in five phases over the course of an academic semester. Participants presented their Photovoice projects to the class at the end of the semester. The preservice teachers’ projects contained sentimental photos and reflections. Also, the material shared in the class increased the depth of discussion as well as the evaluation and interpretation of photographs. The preservice teachers’ final projects revealed themes focusing on passion for teaching, strength in overcoming life challenges, social advocacy, importance of visual literacy, and desire to replicate a similar Photovoice study with future students.
Keywords: Photographic literacy, Photovoice, preservice teachers, visual literacy