Collaborative Self-Study with Pre-Service Teachers to Improve the Use of Drawings as a Pedagogical Tool

ABSTRACTThis collaborative self-study with pre-service teachers describes a process of examining the use of drawings as a pedagogical tool at a tertiary institution of learning. Hence, this research examines the question: What can I learn from my students to improve the use of drawings as a pedagogical tool and thus improve my work as a teacher educator? Eight students (also known as pre-service teachers) accepted an invitation to help me improve the use of drawings as a pedagogical tool. Four main themes emerged from three sources of information which were qualitatively analyzed. The first theme was ‘not just knowledge’. I learned that drawings don’t have to ‘come at the expense of disciplinary knowledge’ as they can actually expand it. The second theme made it clear to me that the use of drawings evoked strong, negative and positive emotions in students when using them. The third theme led me to understand that there is complexity in using drawings. Through the fourth theme I developed an understanding of how I should use drawings as a pedagogical tool in the future. Not only did the collaborative self-study help me to better understand the use of drawings, it also led me to consider the use of other creative tools as part of an ongoing pedagogical process. In addition, in the future I will create a continuous dialogue with students that will clarify the pedagogical ideas behind using drawings and other creative learning tools, thus working towards continuous improvement in my teaching practice.KEYWORDS: Drawinghigher educationteacher educationcollaborative self-studyprofessional developmentpre-service teachers AcknowledgmentsI would like to extend my great appreciation to members of the Falcon School, particularly the school principal, for their participation and openness and to all the participants who answered the questionnaire. I also appreciate Dr. Dafna Gan for her contribution and thorough work.Disclosure statementNo potential conflict of interest was reported by the author(s).Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.Originality StatementThis manuscript is an original work that has not been submitted nor published anywhere else.Additional informationFundingThe author(s) received no financial support for the research, authorship, and/or publication of this article.