Exploring Pre-service Teachers’ Meaning-Making of Teaching Practicum Experiences through Visual Journals

Key Points

• This research aims to explore how pre-service teachers construct meaning from their teaching practicum experiences through visual journals.
• Qualitative analysis of narratives in visual journals created by pre-service teachers during their practicum.
• Statistical analysis of visual object types and reflection levels depicted in photos within the journals.
• Observation and interpretation of narrative shifts across different stages of the practicum.
• Initial practicum stages show descriptive reflections focused on school environments and daily routines.
• Mid-practicum reflects a rise in analytical reflections about lesson execution and corresponding imagery.
• Late practicum stages highlight critical reflections on relationships and community representation, with a focus on emotional significance.

Abstract