Integrating Photovoice ‘SHoWeD’ analysis with experiential learning as pre-service teacher’s self-reflection

One of the education programs for potential teachers is a teaching practicum. It is a significant part of teacher preparation that enables pre-service teachers to put theories into practice.  Pre-service teachers have implemented experiential learning during their teaching practice.  There is a reflective observation phase in experiential learning.  For pre-service teachers, the reflection process has two purposes: it sheds light on their professional learning experiences and critically reflects on their chosen profession as teachers. Self-reflection can help pre-service teachers become more imaginative and transformative in their classroom instruction. It stimulates an interest in how pre-service teachers self-reflect during their teaching practice. This theoretical paper contributes the conceptualization of the photovoice SHoWeD analysis as self-reflection of pre-service teachers during their teaching experience. Subsequently, it proposes the pre-service teachers to apply SHoWeD analysis as innovation for educational program. Finally, implications and recommendations for next research focus on SHoWeD analysis as teachers' self-reflection are also included.