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Jo Perry, Manukau Institute of Technology, New ZealandAbstract
Student teaching is a “critical phase of preparation for teaching [which] requires pre-service teachers to master a wide array of complex skills” (Gursel-Bilgin, 2023, p. 63). Student teachers often struggle to engage with complex theoretical concepts, highlighting a gap in strategies that bridge theory and practice while catering to diverse learning needs. This study addresses this challenge by exploring how Sketchnotes, integrated into lesson plans, can enhance meaning-making and retention. Lesson plans were reimagined as visual maps using Sketchnotes featuring “containers” (key concepts in boxes) and “connectors” (arrows showing relationships) to simplify content into manageable chunks. A cohort of 25 third-year early childhood student teachers participated, with feedback gathered through an anonymous qualitative survey of two questions. Results revealed that students found Sketchnotes helpful for understanding and applying theoretical concepts. Participants noted increased confidence and engagement, while the visual and non-linear structure accommodated a variety of learning preferences. Educators also reported improved efficiency and clarity in lesson preparation. This study underscores the potential of Sketchnotes to address the challenges of teaching complex concepts in higher education, offering an accessible, student-centered approach that fosters deeper comprehension. Future research could explore the adaptability of this method across disciplines and its long-term impact on teaching practices.
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Conference: ECE2025Stream: Adult
This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
Perry J. (2025) Enhancing Meaning-Making for Student Teachers in Early Childhood Education With Visual Techniques ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 79-87) https://doi.org/10.22492/issn.2188-1162.2025.8
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.8
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