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Journal of Physical Education, Recreation & Dance

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Using Photovoice to Determine Preservice Teachers'

Preparedness to Teach
a

Jody L. Langdon , Ashley Walker , Gavin Colquitt & Tony Pritchard

Department of Health and Kinesiology , Georgia Southern University , Statesboro , GA

Published online: 26 Dec 2013.

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To cite this article: Jody L. Langdon , Ashley Walker , Gavin Colquitt & Tony Pritchard (2014) Using Photovoice to
Determine Preservice Teachers' Preparedness to Teach, Journal of Physical Education, Recreation & Dance, 85:1, 22-27, DOI:
10.1080/07303084.2014.855595
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Using Photovoice
TO DETERMINE
PRESERVICE TEACHERS
PREPAREDNESS TO TEACH
JODY L. LANGDON
ASHLEY WALKER
GAVIN COLQUITT
TONY PRITCHARD

he goal of physical education teacher education

(PETE) faculty is to prepare preservice teachers to

teach their physical education students the knowledge, skills, and competence to engage in physical
activity for a lifetime (American Alliance for Health,
Physical Education, Recreation and Dance, in press).
Many PETE programs share similarities, as faculty members strive
to develop knowledge of content, teaching, and student learning,
also known as pedagogical content knowledge (PCK; Shulman,
1986). Although competence in teaching is often measured by
preservice teacher performance during student teaching, this is a
major programmatic outcome rather than a process. Physical education teacher education faculty must engage in assessment and
reflection that examines the effectiveness of their programs and the
processes that contribute toward preservice teacher performance.
Program assessment has four related and interdependent purposes: (1) accountability, (2) improvement, (3) understanding, and
(4) knowledge (Galluzzo & Craig, 1990). Models of comprehensive program assessment for PETE programs have been presented
(Metzler & Tjeerdsma, 1998), implemented, and shown to be effective (Metzler & Tjeerdsma, 2000). Program assessment is an
ongoing process, made necessary by continuous changes in society

22

VOLUME 85 NUMBER 1 JANUARY 2014

(Gurvitch, Lund, & Metzler, 2008). The increased reliance on technology, evolving health behaviors, and shifts in educational policy
have all led to changes in schools. The profession is aware of these
changes and of the evolving skill set needed by new physical education teachers. The initial Teacher Standards (National Association
for Sport and Physical Education, 2009) presented new competencies for physical education teachers that dictated changes in PETE
programs. These changes have caused some to modify previous
program-assessment models in order to help PETE programs to
meet these new competencies (Colquitt, Pritchard, McCollum, &
Langdon, 2011).
Initial efforts of comprehensive program assessment in PETE
programs have focused on the dispositions, pedagogical knowledge, and content knowledge of preservice teachers (Metzler &
Tjeerdsma, 2000). Measurement of physical education-related
content knowledge is a commonality in all PETE programs, as
typical data sources include course grades and certification exams
Jody L. Langdon (jlangdon@georgiasouthern.edu), Ashley Walker, and
Gavin Colquitt are assistant professors, and Tony Pritchard is an associate
professor, in the Department of Health and Kinesiology at Georgia Southern University in Statesboro, GA.

Downloaded by [University of Bucharest ] at 12:12 23 June 2015

(Tjeerdsma, Metzler, & Walker, 2000). Dispositions in PETE programs have previously
focused on students attitudes and beliefs
about teaching, physical education, and learners; and students perceptions or beliefs about
their teaching skills or aspects of their education (Tjeerdsma, Metzler, Walker, & Mozen,
2000, p. 451). The pedagogical knowledge
of preservice teachers has previously been
studied by examining and assessing teaching
behaviors (Metzler, Tjeerdsma, & Mozen,
2000). While information on dispositions
and pedagogical knowledge can inform PETE
faculty about what preservice teachers know
and do, it does not address pedagogical content knowledge (i.e., preparedness to teach in
the real world). One way to address this is
to assess the strengths and weaknesses of a
program based on preservice teachers perceptions of preparedness.
To address teacher preparedness, a methodology commonly used in community-based
participatory research (CBPR) could be applied to PETE settings. Photovoice is typically used to allow participants to visually
document their experiences through the use
of photography to promote social change. In
the case of gathering the perceptions of preservice teachers, Photovoice allows for the
elicitation of a more in-depth response to
the preparedness question, with the potential
to more clearly show what preservice teachers feel are the strengths and weaknesses of
a program. The purpose of this article is to
introduce Photovoice as a technique for understanding the perceptions of preservice
teachers in PETE programs and to provide an
example of how this methodology was implemented in a PETE program.

What Is Photovoice?
Photovoice is a participatory action research technique introduced
by Wang and Burris (1997). It has been used in several settings and
among diverse populations to explore a variety of health and social
problems. It has been used by groups such as Aboriginal health
workers, rural Appalachian youth, Latino adolescents, mothers
with learning disabilities, and children with autism (Booth & Booth,
2003; Carnahan, 2006; Clark & Zimmer, 2001; Downey & Anyaegbunam, 2010; Hergenrather, Rhodes, & Clarke, 2006; Streng
et al., 2004; Wilkin & Liamputtong, 2010). The basic premise of
the Photovoice methodology can be summarized by three overall
goals: (1) allow participants to photograph everyday phenomena
that relate to a given question; (2) allow for group discussions
about the photographs, giving special attention to issues that are of
greatest concern; and (3) connect the ideas and concerns shared in
the discussions with decision makers (Wang & Pies, 2004). In most
cases, the decision makers are local policy makers or community
leaders. Within the scope of PETE programs, the decision makers
are PETE faculty and program administrators. Unlike other fieldbased techniques, Photovoice allows for collaborative feedback to

both preservice teachers and PETE faculty, allowing for small-scale

change in a relatively short amount of time.

Recommended Procedures
It will be important to provide preservice teachers with a background of Photovoice and its potential uses before beginning such
a project. Photovoice methodology recommends that participants
attend a training session (lasting 24 hours) to learn about Photovoice. The session is also devoted to answering participant questions, distributing cameras (if needed), reviewing methodology
protocol, and brainstorming. Brainstorming is recommended to
help facilitate discussion and to guide participants picture taking before they begin the project. Sharing resources, such as www.
photovoice.org and previous examples of Photovoice projects during the training session, provides insight to the purpose, goals,
and uses of Photovoice. For the purpose of the project, preservice
teachers would take pictures that illustrate the strengths and weaknesses of the program in terms of how prepared they felt after their
coursework was completed. This type of project is best suited for
a seminar class during the student-teaching semester. If a program
does not have a seminar class associated with student teaching,
it can be completed through weekly meetings during the studentteaching semester.
To complete the project, PETE faculty must make sure that
each preservice teacher has access to a camera. Cameras are an
integral part of the methodology, so access to cameras can be a
major limitation. While digital cameras are recommended, disposable cameras can be used as well. Additionally, most cell phones
include digital camera capabilities. Digital photographs are easiest
to upload to presentation programs such as PowerPoint, but print
photos can be scanned as well. Regardless of the device used to
take photographs, it is imperative that preservice teachers ensure
that parental photo-release forms have been signed before taking
photos of students.
It is recommended that the steps to the Photovoice technique
developed by Wang and Burris (1997) be utilized to guide this project. Teachers should instruct students to record everyday realities
through pictures, present and discuss photographs with other classmates, and discuss a plan of action to make positive changes (Wang
& Burris, 1997). It is also recommended that preservice teachers
be given at least seven days to take photographs. Students will take
pictures throughout the day to document their everyday realities.
Instructors should adjust the time allowed to take photographs according to class schedules and the overall goals of the project. The
students are then required to present and discuss their photographs
with the class using the SHOWeD method. The SHOWeD method
is the recommended five-question outline to help participants discuss and describe their photographs. The five questions included
in this process are (1) What do you See here? (2) What is really
Happening? (3) How does this affect Our lives? (4) Why does this
strength or weakness Exist? (5) What can we Do about it? (Wang,
Burris, & Xiang, 1996).
The advantage of using Photovoice as a tool for program assessment comes from its unique benefits for qualitative research. In
qualitative-based research (like Photovoice), reliability and validity are achieved by increasing the methodologys credibility, authenticity, transferability, and consistency (Appleton, 1995; Fade,
2003). Triangulation of data-collection methods through the use
of photographs, focus groups, and member checking increases
the methods transferability. Photovoice achieves authenticity and

JOPERD

23

credibility because the methodology relies on the participation of

the target population (i.e., preservice teachers) whose photographs
represent their lived experiences, and consistency is achieved by
following a stable protocol. For a more detailed description of
Photovoice methodology, see Wang and Burris (1997).
As with any major assignment in a course, the Photovoice project
should be evaluated on specific criteria related to the assignments
goals and objectives. Areas of evaluation might include number
of photographs, categories for photographs, written explanation
of each photograph, presentation format, presentation design,
and grammar/spelling. The purpose of the evaluation should be
to ensure that students adhere to the parameters of the project so
that the students presentations foster critical thinking. Evaluation
should not emphasize the interpretation of the photographs since
the purpose is to allow students to express their stories through

their own experiences. Therefore, the evaluation criteria can be

modified by the instructor. In addition to stressing the confidentiality of the process (i.e., no discussion about the project outside of
class and information shared with stakeholders will not be identified by individual students), the use of a moderator outside of the
program to conduct the assessment would be helpful. An outside
moderator allows students to share information freely without
fear that it will influence their evaluation. The project should be
process-oriented and focused on the SHOWeD method. Table 1
provides a sample rubric for a college-level assessment.

Photovoice Project Example and Timeline

In the Senior Seminar for Health and Physical Educators course
at Georgia Southern University, Photovoice was used as a class

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Table 1.
Sample Rubric for College-Level Assessment
Rating

Photographs

Unacceptable

Acceptable

Target

Fewer than 5 photos per

category

78 photos per category

910 photos per category

Categorization
of Photos

Not all photos are identified as a

barrier or resource.

Most photos are identified as a

barrier or resource.

All photos are correctly identified

as a barrier or resource.

Written
Explanation

Fewer than 2 sentences

following each photo explaining
what the image represents and
the rationale for labeling it a
Barrier or a Resource.

23 sentences following each

photo explaining what the image
represents and the rationale
for labeling it a Barrier or a
Resource.

4 or more sentences following

each photo explaining what
the image represents and the
rationale for labeling it a Barrier or
a Resource.

Cultural-Context
Reflection

Does not provide a summary

of how the context and culture
affect health behavior, barriers,
and resources.

Provides a brief summary of how

the context and culture affect
health behavior, barriers, and
resources.

Provides a detailed,
comprehensive summary of how
the context and culture affect
health behavior, barriers, and
resources.

Format (Photos)

Most photos are not resized

(smaller than 1300 megapixels).
Photos are not in JPEG or GIF
file format and are inserted in
PowerPoint. More than one
photo per slide.

Most photos are resized (no

larger than 1300 megapixels)
in JPEG or GIF file format and
inserted in PowerPoint. One
photo per slide.

All photos are resized (no larger

than 1300 megapixels) in JPEG
or GIF file format and inserted in
PowerPoint. One photo per slide.

Format
(PowerPoint)

Does not have a title slide.

Fewer than 10 photo slides.
Few/ineffective corresponding
summary/explanatory slides and
conclusion. Fewer than 22 slides
total.

Has a title slide, at least 10

photo slides with corresponding
summary/explanatory slides (10),
and a conclusion. 2226 slides
total.

Effective, detailed title slide,

1415 photo slides with
corresponding summary/
explanatory slides (1415), and a
conclusion. 2830 slides total.

Format (Total
File Size)

Entire presentation is larger than

3 megabytes (MB).

N/A

Entire presentation is less than 3

megabytes (MB).

Design

Slides are difficult to read.

Overall design lacks creativity
and is not appealing.

Slides are easy to read and

appealing.

All slides, transitions, and

other effects are appealing
and culminate with an effective
presentation. The slides are easy
to read and appealing.

Spelling and
Grammar

More than 4 errors

24 errors

Fewer than 2 errors

Total Points
(out of 27)

24 Volume 85Number 1January 2014

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Table 2.
Timeline for Photovoice Project
Corresponding Photovoice
Methodology Step

Time Allotted

#3: Introduce Photovoice to

participants

1 class session, approximately

60 minutes

#3: Introduce Photovoice to

participants

1 class session, approximately

60 minutes

Class Activity

Person Responsible

Introduction of Photovoice
methodology and class
assignment

Instructor

Part I (30 minutes):

In-class discussion of
Photovoice questions.
What are the program
strengths? What do students
feel prepared for?
What are the program
weaknesses? What do
students feel unprepared for?
Part II (30 minutes):
Brainstorming session

Instructor

Photograph portion of the

Photovoice project

Preservice teachers

#7: Provide time for participants

to take pictures

14 days

Photovoice presentation
and class discussion of
photographs

Preservice teachers

#8: Meet to discuss the

photographs

2 class sessions, approximately

60 minutes each

#5: Brainstorm with participants

Table 3.
Program Strengths and Weaknesses
Program Strengths

Program Weaknesses

Best Practices
Subcategories = administration of fitness testing, writing
and adapting lesson plans, classroom management at
elementary level

Preparation for Real-World Scenarios

Subcategories = behavior modification, teaching with limited
equipment

Helping Relationships
Subcategories = cohort-style education, faculty-member
availability

Working with Vulnerable Populations

Subcategories = students with disabilities, students with poor
health outcomes

project to identify PETE program strengths and weaknesses. The

overall purpose of the project was to actively engage preservice
teachers in a discussion about program needs and their perceived
preparedness to teach in real-life situations. With the course meeting only once a week, the project as a whole took approximately
six weeks, as outlined in Table 2. At the beginning of the semester, the instructor introduced the Photovoice project with
the assistance of a faculty member who had experience using
Photovoice as a research method (Photovoice moderator). The
preservice teachers learned about the goals of Photovoice and
how it has been applied in community health (one class session, 60 minutes). The instructor used a second class session
(60 minutes) to allow preservice teachers to ask questions about
the Photovoice project and to provide final instructions before
preservice teachers began to take photographs. The preservice
teachers were instructed to take at least eight photographs
(i.e., four to represent program strengths and four to represent program weaknesses). During the second class session, the

instructor asked the Photovoice moderator to also facilitate a

brainstorming session to help provide ideas for photographs
that would meet the project requirements. The instructor left
the room during this portion to allow students to speak freely
about photograph ideas.
Preservice teachers were given 14 days to take photographs.
After the 14 days, two class sessions were dedicated to the presentation and discussion of their photographs, using slide-presentation software to display photos. To increase confidentiality, the
instructor allowed the Photovoice moderator to conduct the two
class sessions so the preservice teachers felt comfortable presenting
their photographs. The instructor asked the preservice teachers to
submit their pictures to an online class-management system so the
projects could be evaluated based on presentation design as presented in the sample rubric. The moderator was asked to evaluate
the rubric components specific to the photograph descriptions and
student participation. During each photograph presentation, the
moderator took notes on the major concepts the students identified

JOPERD 25

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as program strengths and weaknesses. Table 3 provides a summary

of various strengths and weaknesses identified during the class
discussions.
For example, best practices was identified as one of the program strengths during the in-class discussion among the preservice
teachers. One such best practice discussed was lesson-plan preparation. Students agreed that because each PETE class requires such
detailed lesson planning, it is beneficial when they are in the classroom because they were better able to think on their feet. Figure
1 represents this ability because the student had to quickly revise a
lesson based on student class attendance. One weakness that arose
from the discussions was that preservice teachers felt they needed
more real-world preparation. For example, preservice teachers
were given a good selection of equipment to use in PETE coursework but were forced to quickly change previous plans when faced
with teaching in the real world with minimal equipment. They felt
that the program could do a better job of preparing preservice
teachers to use limited amounts of equipment (see Figure 2).
The Photovoice moderator used the notes taken during the preservice teachers presentations and the photographs submitted by
each preservice teacher to discuss the outcomes of the Photovoice
project with the Senior Seminar instructor and other PETE program faculty. At the end of the school year, PETE program faculty
used the student Photovoice project to identify potential solutions
for the weaknesses found within the program. The strengths within
the program identified through the Photovoice project helped the
PETE program faculty learn what the preservice teachers felt was
most valuable in the program curriculum, course materials, and
assignments.

Figure 1.
Example of a program strength:
Adapting a lesson plan

Conclusion
The information gathered using this unique project resulted in an
action plan for program changes and improvements. In this PETE
program, assessment is ongoing and has previously included surveys. The use of Photovoice has the potential to provide a more
in-depth look at the potential strengths and weaknesses of programs and to provide a starting point for conversations between
preservice teachers and PETE faculty. Along with traditional assessments of PCK and dispositions, using unique methodologies
such as Photovoice allows PETE faculty to see how effective their
instruction has been. The information gathered using this method
can influence programmatic changes and satisfies preservice teachers need to voice their perceptions about their PETE program.

References

Figure 2.
Example of a program weakness:
Inadequate equipment outside of the program

26 Volume 85Number 1January 2014

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To learn more about this topic, refer to this AAHPERD resource at

www.aahperd.org/shop: National Standards & Guidelines for Physical
Education Teacher Education, 3rd Edition.

JOPERD 27