Photovoice and Photo-Elicitation in Management Education

Autor/inn/en	Trott, David; Tomsett, Paula May; Shaw, Michael
Titel	Photovoice and Photo-Elicitation in Management Education
Quelle	In: Management Teaching Review, 4 (2019) 3, S.243-257 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-2981
DOI	10.1177/2379298118766451
Schlagwörter	Photography; Teaching Methods; College Students; Business Administration Education; International Education; Business English; Business Communication; Second Language Learning; Second Language Instruction; English (Second Language); Communication Skills; Speech Skills; Oral Language; Andragogy; Student Centered Learning; Creativity + Suchen Sie Ihr Suchwort? Fotografie; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Internationale Erziehung; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; Unternehmenskommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; Second Language; Englisch als Zweitsprache; Kommunikationsstil; Mündliche Leistung; Sprachfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Andragogics; Andragogik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kreativität
Abstract	In this article, we show that "photovoice" and "photo-elicitation" are user-friendly, versatile techniques uniquely beneficial in International Business programs where English-mediated instruction is the norm. These techniques engage young adult students deeply in subject material as well as create the opportunity for students to develop extemporaneous or impromptu English speaking skills. Photovoice and photo-elicitation lend themselves to being quintessential andragogy-in-action: learner-directed not teacher-directed, use of dialogue instead of monologue, and focus on student outcome choices instead of teacher-programmed assignments. They foster high interactivity not passive (silent) absorption in the teaching/learning process and stimulate cocreation of diverse meanings, interpretations, and imaginations. Course content is made relevant and reinforced as students are helped to find, share, and value their own personal empowering and authentic "voice"--in English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01