Version 1
: Received: 1 December 2023 / Approved: 4 December 2023 / Online: 4 December 2023 (04:16:33 CET)
Version 2
: Received: 13 December 2023 / Approved: 14 December 2023 / Online: 14 December 2023 (06:31:04 CET)
Barrera-García, Á.; Álvarez-Rodríguez, D. The Body-Camera Approach: Teacher Identity through Video Elicitation and Video Essay to Create Shared Heritages. Heritage2024, 7, 2055-2070.
Barrera-García, Á.; Álvarez-Rodríguez, D. The Body-Camera Approach: Teacher Identity through Video Elicitation and Video Essay to Create Shared Heritages. Heritage 2024, 7, 2055-2070.
Barrera-García, Á.; Álvarez-Rodríguez, D. The Body-Camera Approach: Teacher Identity through Video Elicitation and Video Essay to Create Shared Heritages. Heritage2024, 7, 2055-2070.
Barrera-García, Á.; Álvarez-Rodríguez, D. The Body-Camera Approach: Teacher Identity through Video Elicitation and Video Essay to Create Shared Heritages. Heritage 2024, 7, 2055-2070.
Abstract
This paper presents an approach to teacher identity heritage as result of the implementation of a research device created through Arts-based Research (ABR) methods, specifically with video elicitation and video essay used as research tools. Two main objectives were raised. The first one, to establish the real relevance of focusing performance on teacher identity. The second one, testing a new methodological proposal specifically designed for this purpose, but still useful in other contexts where heritage identity is as present as in teaching. The device, Body-camera, involves a process that allows new ways to understand the creation of identities using video to encourage the production of new meanings by visual and oral data. The participants were teachers in training during their internship period. Some notions about teachers' identity heritage were revealed, and also preserved, firstly, through personal perspectives by video elicitations and secondly, through collective perspectives by video essays. Both are video structures used in ABR which mix creative experience, memories, life experiences, relationships and links that shape the teachers’ professional identity.
Keywords
Teacher identity; Video essay; Video elicitation; Shared heritage; Arts-based Research
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Received:
14 December 2023
Commenter:
Ángela Barrera-García
Commenter's Conflict of Interests:
Author
Comment: In the initial version we submitted, the final objective was not clear so we have clarified the objectives and the significance of our research within the current social and educational landscape (in Introduction). Therefore, we have provided more context and revised the improvements proposed by our methodology in comparison to other studies addressing similar issues (in Discussion). We have briefly clarified the artographic approach employed in the research (in Materials and Methods). In terms of formal aspects, new figures have been introduced to better illustrate the results. We have provided the specific website where anyone can access the audiovisual results, serving as a digital repository for all the "Body-camera" results (in Results and Data Availability Statement).The bibliography has been revised, and the in-text citations have been adjusted to align with the format suggested by the journal (Chicago Style). We have also updated the funding information for the paper (in Funding).
Commenter: Ángela Barrera-García
Commenter's Conflict of Interests: Author
In terms of formal aspects, new figures have been introduced to better illustrate the results. We have provided the specific website where anyone can access the audiovisual results, serving as a digital repository for all the "Body-camera" results (in Results and Data Availability Statement).The bibliography has been revised, and the in-text citations have been adjusted to align with the format suggested by the journal (Chicago Style). We have also updated the funding information for the paper (in Funding).