Paparazzi and Self-awareness: Reflective Practice Using Digital Technology

Catherine Marie Caldwell, Heljä Inkeri Antola Crowe, Beto Michael Davison Aviles

Abstract


In the era of selfies, photo-bombs and Facebook, candid captures of interactions with others in the classroom have taken on new meanings. Seeing ourselves in moments when unaware of our professional demeanor, pictures can become a powerful tool for professional development.  An evidence-based reflective Insight into Interactions workshop was developed based on observations made through university and elementary classroom activities with teacher education candidates and professionals from two disciplines, teacher education and school counseling. This professional development session created by an academic peer focused on analyzing both lived experiences and candid pictures through the eyes of professionals and students. These reflective debriefings resulted in more articulate self-awareness, perspective-taking, and non-verbal communication skills.


Keywords


professional development, perspective-taking, self-awareness, reflective practice

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References


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e-ISSN: 1694-2116

p-ISSN: 1694-2493