Take a photograph: teacher reflection through narrative

Abstract

This paper is an introduction to the place of narrative inquiry in relation to teacher professional development and reflection. Connections are made with photography (visual narrative) as a tool for reflective practice with a discussion accompanying literature that addresses the use of photography for the first time to trigger and assist in the development of professional practice. Consideration is made to photographs being taken by colleagues, self or students to provide a different perspective of learning occurring in the classroom accompanied by the generation of questions, goal setting and the reinforcement of self‐assessment and self‐monitoring.