Using still photography in making meaning of adult educators' teaching beliefs

Photography as a research tool has been under-appreciated and marginally used in the field of education and even less so in adult education. An area, where photography has potential is in the exploration of teaching beliefs. Teaching beliefs are important concepts when attempting to understand teacher thinking, thought processes and classroom practices. However, they are at times difficult for participants to articulate, particularly since they often operate on a tacit or subconscious level. Still photography offers a means of addressing these concerns, by helping elicit often hidden beliefs about teaching. In particular, two techniques, auto-photography and photo-elicitation help address some of the challenges found when trying to make meaning of teaching beliefs. This article will illustrate photography's potential through a review of related literature and a discussion of implications associated with the use of still photography in the exploration of teaching beliefs of adult educators.