Collage-Making as a Way to Refine My Teaching Practices and My Relationship to Learners' Learning in My Classroom

In this article, I reflect on my use of collage-making as an arts-based method in self-study doctoral research. My self-study was guided by sociocultural learning theories that assume education is an individual activity and a social phenomenon. I ask, "How did collage-making allow me to refine my teaching and learning?" I utilized collage-making has an evocative tool that profoundly contributes to qualitative research. I expressed what had been said and unsaid using pictures and word phrases using this method. I illustrate the evocative power of collage-making as a means to express what had been said and unsaid using pictures and word phrases. I demonstrate how collage-making aided me in reflecting upon my lived experiences and teaching. The collage data generation and analysis helped me realize an overarching understanding of self-study research in exploring arts-based research. In short, this process provided a framework for portraying and communicating my emotions and understanding. Collages inspired me to present my thoughts creatively and authentically and collage-making allowed me to find my personal and social voice and recollect thoughts and memories related to social and emotional learning. Collage-making can offer teachers and teacher educators an opportunity to question their teaching practice through self-inquiry and richer perspectives on their teaching and classroom practices.