Capturing changes in Sudanese teachers' teaching using reflective photography

Capturing and interpreting how teachers make sense of and take up new classroom practices is difficult, particularly in remote and resource-challenged classrooms and when researchers are working across linguistic and cultural boundaries. This article reports on a study that used reflective photography with BEd student teachers in Sudan. The Open University of Sudan recently introduced a handbook to support teachers in developing greater capacity for reflection. We were keen to understand how teachers interpreted and made use of this handbook. Here we comment on data from this project and its usefulness for offering insight into how teachers reify new practices.

► We use reflective photography to explore use of a BEd handbook in Sudan. ► We focus on in-service student teachers in Khartoum. ► We address conflicts between non-traditional research in traditional societies. ► We address linguistic challenges encountered working in Arabic and English. ► We offer insights into how teachers make sense of new ideas and practices.