Using Photovoice to Initiate Improvement in a PETE Program

in Journal of Teaching in Physical Education
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There is limited research that includes democratic practices to evaluate the PETE program in its ability to prepare preservice teachers (PTs). In other areas such as community health, methodologies have been used to provide a voice to individuals living the experience. The purpose of this study was to examine PTs’ perceptions of a teacher education program during the student teaching experience using Photovoice. A group of PTs (N = 16) from a university in southeast Georgia were given 14 days to capture the strengths and weakness of their teacher preparation program through photography. The PTs then discussed their photographs during two focus groups with the researcher. The focus groups were audio recorded and transcribed. Data analysis included an evaluation of interview transcripts and photographs using content analysis to identify significant themes that emerged. An action plan to promote curricular change was created by the PTs and presented to PETE faculty.

Walker is with the Jiann-Ping Hsu College of Public Health, Georgia Southern University, Statesboro, GA. Langdon, Colquitt, and McCollum are with the School of Health and Kinesiology, Georgia Southern University, Statesboro, GA.

Address author correspondence to Ashley Walker at awalker@georgiasouthern.edu.
Journal of Teaching in Physical Education
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