Visual Metaphors and Collaborative Dialogue: Fostering Professional Growth, and Resilience in Education

Outline

This session addresses the complexities of experienced teachers and educational professionals constructing new understandings and truth through the use of visual narratives and metaphors. These visual metaphors activities included will use multimodal and self-study practices that explore visual ethnographic theory. The session and research has two purposes: (a) to examine how experienced teachers working in co- construction develop new contextual understandings as a result of reflection and collaborative dialogue related to visual metaphors, and (b) to identify ways in which these experiences support the development of impactful professional growth. This session discovers ways in which this experience supports the meaningful growth, wellness, and resiliency of teachers.
Keywords: teacher education, collaborative dialogue, metaphor study, narrative portraiture, visual self-study, visual literacy
Workshop Title: Unveiling Insights: Visual Metaphors and Collaborative Dialogue in Teacher Professional Growth
Objective:
Participants will engage in activities that leverage visual metaphors and collaborative dialogue to explore new contextual understandings, fostering impactful professional growth and supporting teacher well-being.
Duration: 60 minutes

I. Introduction (10 minutes)
Welcome and Icebreaker: Introduce participants, set a positive and collaborative tone.
Overview of Workshop: Briefly explain the importance of visual metaphors, collaborative dialogue, and the goals of the session.

II. Understanding Visual Metaphors (15 minutes)
Presentation: Provide a brief overview of visual metaphors, their significance, and applications in educational contexts.
Activity 1: "Metaphor Mind Mapping" - Participants create mind maps representing personal metaphors for teaching and professional growth.

III. Exploring Collaborative Dialogue (15 minutes)
Presentation: Discuss the role of collaborative dialogue in professional development, emphasizing its impact on constructing new contextual understandings.
Activity 2: "Dialogue Circles" - Small group discussions on participants' metaphors, encouraging shared insights and perspectives.

IV. Visual Ethnographic Theory and Self-Study Practices (10 minutes)
Presentation: Introduce visual ethnographic theory and self-study practices as tools for reflective exploration.
Activity 3: "Visual Journaling" - Participants engage in individual reflective visual journaling, capturing thoughts on their metaphors and collaborative experiences.

V. Narrative Portraiture and Professional Growth (10 minutes)
Presentation: Explore the concept of narrative portraiture in the context of professional growth.
Activity 4: "Story Circles" - Participants share aspects of their visual narratives and engage in constructive feedback within small groups.

VI. Impactful Professional Growth and Teacher Well-Being (5 minutes)
Presentation: Discuss findings related to how experiences with visual metaphors and collaborative dialogue contribute to professional growth and teacher well-being.

VII. Closing Reflection and Discussion (5 minutes)
Open floor for reflections: Participants share insights and reflections from the workshop activities.
Q&A: Address any questions or concerns raised during the session.

VIII. Resources and Next Steps (5 minutes)
Provide a list of recommended readings, tools, or resources for further exploration.
Discuss potential next steps for participants to continue integrating visual metaphors and collaborative dialogue into their professional development.

Note:
Ensure that throughout the workshop, facilitators actively engage participants, encourage open dialogue, and create an inclusive and supportive environment for sharing personal experiences. Adjust timing as needed to accommodate the dynamics of the group.

Supporting research

**Supporting Research:**

1. **Eisner, E. W.** (2008). *The arts and the creation of mind*. Yale University Press.
- This book highlights the role of visual and artistic representations in enhancing cognitive processes and developing new understandings, supporting the use of visual metaphors in education.

2. **Leavy, P.** (2020). *Method meets art: Arts-based research practice* (3rd ed.). Guilford Press.
- Leavy discusses how arts-based research practices, such as visual narratives and ethnographic methods, can foster deeper reflection and growth in professional settings.

3. **Cunliffe, A. L.** (2004). *On becoming a critically reflexive practitioner*. Journal of Management Education, 28(4), 407-426.
- This article emphasizes the importance of reflective practice in professional development, aligning with the session’s focus on collaborative dialogue and self-study.

4. **Gee, J. P.** (2003). *What video games have to teach us about learning and literacy*. Palgrave Macmillan.
- Gee’s work on multimodal literacy explores how different modes of communication, including visual elements, can be integrated into learning processes to deepen understanding and enhance engagement.

5. **Knowles, J. G., & Cole, A. L.** (2008). *Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues*. Sage Publications.
- This resource covers arts-based research methodologies, including narrative and visual practices, supporting the theoretical framework of the session.

6. **Mezirow, J.** (1997). *Transformative learning: Theory to practice*. New Directions for Adult and Continuing Education, 1997(74), 5-12.
- Mezirow’s transformative learning theory underpins the session’s goal of fostering critical reflection and new understandings through collaborative activities and visual metaphors.

7. **Sullivan, G.** (2010). *Art practice as research: Inquiry in visual arts* (2nd ed.). Sage Publications.
- Sullivan explores how visual arts can serve as a form of inquiry, aligning with the session’s approach to using visual metaphors and journaling for professional reflection and growth.

These sources provide a solid theoretical and practical foundation for the session, validating the use of visual metaphors, collaborative dialogue, and arts-based methods in teacher education and professional development.