Visual Methodology in Classroom Inquiry: Enhancing Complementary Qualitative Research Designs

Authors

  • Joanne Kingsley Bishop’s University, Quebec

DOI:

https://doi.org/10.11575/ajer.v55i4.55344

Abstract

This article presents the argument that combining visual methods with other qualitative research methods enhances the inherent strengths of each methodology and allows new understandings to emerge. These would otherwise remain hidden if only one method were used in isolation. In a qualitative inquiry of an elementary teacher’s constructivist literacy practices, categorizing and contextualizing strategies using grounded theory and narrative analysis were juxtaposed with visual analysis. The interactive, interpretive process of moving back and forth between visual and textual data demonstrated the power of visual images to explicate the complexities of classroom practice.

Author Biography

Joanne Kingsley, Bishop’s University, Quebec

Joanne Kingsley, formerly an elementary and secondary classroom teacher, is an associate professor of education focusing on teaching methods in language arts. Her research has examined literacy instruction in elementary school and with preschool children. She is particularly interested in using action research to help preservice teachers improve their practice.

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How to Cite

Kingsley, J. (2010). Visual Methodology in Classroom Inquiry: Enhancing Complementary Qualitative Research Designs. Alberta Journal of Educational Research, 55(4). https://doi.org/10.11575/ajer.v55i4.55344

Issue

Vol. 55 No. 4 (2009): Winter 2009

Section

ARTICLES

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