Use of photovoice in pre-service geography teachers’ conceptions of geography

Abstract

This study explores how pre-service geography teachers conceptualize geography using photovoice, a participatory action research methodology. I interviewed 25 pre-service geography teachers who were taking the Korean geography course, about what they thought geography was. In response to this question, they were required to take five pictures of their surroundings, and explain each of them. This process allowed me to extract data in the form of photos clicked by the participants, their explanatory narratives, and interview responses, and to identify themes, which were theorized using grounded theory. Consequently, four themes were obtained. Photovoice-based action research helps the instructor as researcher grasp the status of pre-service geography teachers as learners and guides them in planning future geography lectures.

Keywords

• photovoice
• pre-service geography teachers
• geography
• conception
• grounded theory