Photo novella does not entrust cameras to health specialists, policymakers, or profes sional photographers, but puts them in the hands of children, rural women, grassroots workers, and other constituents with little access to those who make decisions over their lives. Promoting what Brazilian educator Paulo Freire has termed "education for critical consciousness," photo novella allows people to document and discuss their life conditions as they see them. This process of empowerment education also enables community members with little money, power, or status to communicate to policymakers where change must occur. This paper describes photo novella's underpinnings: empowerment education, feminist theory, and documentary photography. It draws on our experience implementing the process among 62 rural Chinese women, and shows that two major implications of photo novella are its contributions to changes in consciousness and in forming policy. The camera is my tool. Through it I give a reason to everything aroun...

Empowerment through photo novella: portraits of participation

Traditionally, the teaching role has been one of nurturing and developing students’ potential.
However, teachers’ work today comprises a complex mix of various factors that include teaching; learning new information and skills; keeping abreast of technological innovations and dealing with students, parents and the community. These are demanding roles and there are growing concerns about teacher well-being and competence. In particular, teachers are experiencing increasing levels of attrition, stress and burnout. This study investigated the relationship between burnout and competence for a sample of mid-career teachers in primary and secondary schools in Queensland. The results break new ground in reporting a negative association between the MBI subscale Depersonalization and competence that may be attributed to a distancing mechanism in difficult human interactions. Overall, the findings of this study hold implications for teacher training courses and the well-being and competence of teachers.

Well-being, burnout and competence: Implications for teachers

Background: Web-based mental health interventions have evolved from innovative prototypes to evidence-based and clinically applied solutions for mental diseases such as depression and anxiety. Open-access, self-guided types of these solutions hold the promise of reaching and treating a large population at a reasonable cost. However, a considerable factor that currently hinders the effectiveness of these self-guided Web-based interventions is the high level of nonadherence. The absence of a human caregiver apparently has a negative effect on user adherence. It is unknown to what extent this human support can be handed over to the technology of the intervention to mitigate this negative effect. Objective: The first objective of this paper was to explore what is known in literature about what support a user needs to stay motivated and engaged in an electronic health (eHealth) intervention that requires repeated use. The second objective was to explore the current potential of embodied conversational agents (ECAs) to provide this support. Methods: This study reviews and interprets the available literature on (1) support within eHealth interventions that require repeated use and (2) the potential of ECAs by means of a scoping review. The rationale for choosing a scoping review is that the subject is broad, diverse, and largely unexplored. Themes for (1) and (2) were proposed based on grounded theory and mapped on each other to find relationships. Results: The results of the first part of this study suggest the presence of user needs that largely remain implicit and unaddressed. These support needs can be categorized as task-related support and emotion-related support. The results of the second part of this study suggest that ECAs are capable of engaging and motivating users of information technology applications in the domains of learning and behavioral change. Longitudinal studies must be conducted to determine under what circumstances ECAs can create and maintain a productive user relationship. Mapping the user needs on the ECAs’ capabilities suggests that different kinds of ECAs may provide different solutions for improving the adherence levels. Conclusions: Autonomous ECAs that do not respond to a user’s expressed emotion in real time but take on empathic roles may be sufficient to motivate users to some extent. It is unclear whether those types of ECAs are competent enough and create sufficient believability among users to address the user’s deeper needs for support and empathy. Responsive ECAs may offer a better solution. However, at present, most of these ECAs have difficulties to assess a user’s emotional state in real time during an open dialogue. By conducting future research with relationship theory–based ECAs, the added value of ECAs toward user needs can be better understood.

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Self-Guided Web-Based Interventions: Scoping Review on User Needs and the Potential of Embodied Conversational Agents to Address Them

Interactivity, active collaborative learning, and learning performance: The moderating role of perceived fun by using personal response systems

This study aims to determine students' attitudes toward physics learning at State Senior High School in Batanghari District Method: The type of research used is quantitative design using Survey Research which is corroborated with interview results to support quantitative data. The study involved 926 students of Batanghari State High School. Data used by researchers in the form of questionnaire/questionnaire consisting of 54 items statement using Likert scale 5. Data analysis: for Quantitative data using descriptive statistics. Findings: The results of this study researchers get good results and good enough with the following details: Adoption from Scientific Attitude has a Good result of 56%, Pleasure in Learning Physics has a result enough 55.5%, Interest in Spending Physics Learning Time has a result of 57.9 %, Interest in Care in the field of Physics has enough results of 46%.

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Identification of Student Attitudes toward Physics Learning at Batanghari District High School

Visual methods are not new within education research field, but they are certainly an innovative approach, especially in higher education where students’ voice is understood as a central need. In t...

https://journals.sagepub.com/doi/pdf/10.1177/1609406917702909

Reframing Photovoice to Boost Its Potential for Learning Research

While it is generally agreed that teachers can shape student learning outcomes, there remains considerable debate on how national policies and training programmes can best support teacher education to address sustainable development challenges. This study aimed to develop a teaching readiness model with a focus on education for sustainable development. Therefore, the research investigated pre-service teachers’ readiness for fostering education for sustainable development by applying its principles to teaching and learning activities. Pre-service teachers in science, technology, engineering, and mathematics responded to a survey regarding their perception of the readiness for designing, conducting, assessing, and engaging in teaching and learning experiences underpinning sustainable development. The results suggest professional knowledge and practice, professional engagement, and self-management could be considered central dimensions of teachers’ job readiness, each of them encompassing a set of components or vectors. Moreover, professional knowledge has a strong and positive influence on teaching practice and professional engagement. In regard to professional knowledge, the ability to conduct didactic transposition is the most influential component. The most significant vectors of the professional practice dimension were found to be the ability to design effective evaluation tools and interpret learning outcomes. The research also revealed weak areas of teacher training: the ability to manage students’ disruptive behaviors, to customize learning and to self-regulate teaching emotions.

Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness

Enjoyment of Learning in Upper Secondary Education. An Exploratory Research

Teacher well-being represents a key factor in assuring the quality of learning in terms of both process and outcomes. Despite a growing literature addressing the role of job demands and job resources in teacher well-being, fewer studies have focused on the effect of individual variables. The present paper aims at developing a teacher well-being model using self-efficacy and teaching emotions such as enjoyment of teaching, anger and anxiety to explain the influence of job demands and job resources on teachers’ subjective happiness. A cross-sectional quantitative design was applied to a sample of 1092 Romanian pre-university teachers. The participants completed a self-report questionnaire. Descriptive statistics, factor analysis and structural equations modelling were used to analyse the data. The findings indicate significant paths between the variables included in the model. Thus, job resources have a considerable positive influence on the enjoyment of teaching and the teachers’ subjective happiness, having a more powerful effect than personal resources, namely self-efficacy. In turn, perceived self-efficacy mediates the effect of job demands on teaching emotions and subjective well-being. It is argued that the enjoyment of teaching has a notable effect on teachers’ general well-being.

https://www.mdpi.com/2254-9625/10/1/35/pdf

Towards a model of teacher well-being from a positive emotions perspective

There are scholar opinions warning that both quantitative and qualitative methodologies share strengths and weaknesses when applied to academic learning research (Richardson, 2000; 2013) The present article aims to shed light on the use of visual methodologies to investigate learning in academic contexts An argument is made that education and learning research can benefit from the integration of visual data This positional article grounds on two pillars The first is to support and emphasize the value of photovoice methodology in the field of education and learning research, specifically The second is to provide a framework to conduct a photovoice project Drawing upon a research study conducted by the author, the article unfolds the main phases in applying photovoice to research learning patterns in higher education Thus, the paper discusses the essential features of photovoice in the context of learning research, presents the main stages in applying the methodology: recruiting the participants, organizing the initial group meetings, data collection and analysis Benefits of applying photovoice in educational contexts are pointed out

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Loredana Manasia

Papers

Reframing Photovoice to Boost Its Potential for Learning Research

Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness

Enjoyment of Learning in Upper Secondary Education. An Exploratory Research

Towards a model of teacher well-being from a positive emotions perspective

From Community to Individual. Re-Thinking Photovoice Methodology for Education Research