A Double Take: The Practical and Ethical Dilemmas of Teaching the Visual Method of Photo Elicitation

Autor/inn/en	Wakefield, Caroline; Watt, Sal
Titel	A Double Take: The Practical and Ethical Dilemmas of Teaching the Visual Method of Photo Elicitation
Quelle	In: Psychology Teaching Review, 20 (2014) 2, S.145-157 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Photography; Teaching Methods; Graduate Students; Student Attitudes; Ethics; Visualization; Foreign Countries; Student Projects; Reports; Educational Environment; Tourism; Marketing; Reflection; Student Empowerment; United Kingdom (England) + Suchen Sie Ihr Suchwort? Fotografie; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Ethik; Visualisation; Visualisierung; Ausland; Schulprojekt; Abschlussbericht; Berichten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Tourismus; Studienberechtigung
Abstract	This paper advocates the teaching of photo elicitation in higher education as a valuable data collection technique and draws on our experience of teaching this visual method across two consecutive postgraduate cohorts. Building on previous work (Watt & Wakefield, 2014) and based on a former concern regarding student duty of care, a modification was made that constrained or made less "risky" the topic area of a photo elicitation project for the second year group. The paper compares and contrasts the effects of this change through student and tutor reflections. In Cohort 1, (year one) although the reflections of some of the students gave us cause for concern, the work produced was exceptionally creative and of an excellent standard. The work produced by the following year, Cohort 2, was of much lower quality, in the main lacked creativity which was supported by student reflection that similarly lacked depth or insight. In comparing and contrasting the two cohorts we discuss the effect of the topic change in potentially affecting student engagement, creativity and quality of work. In taking what pedagogically, we perceived as a less risky topic area, we discuss the potential this had on stifling creativity and student engagement concluding that ours should serve as a cautionary tale that there is a need to be careful in what we wish for; a less risky topic equated to less risky work and affected student engagement. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01