England: A responsive reform

[sujonkumar6300]

In pursuing embodied data, among other methods, I employed visual reflective journaling, a validated approach to researching teaching and learning (Phelps, 2005). It not only documented my experiences as an embodied individual in practice (Ovens & Garbett, 2020) but also aligned with the principles of complexity (Phelps, 2005) and the focus on unveiling the researcher’s embodiment (Ellingson, 2017). Informed by Ellingson (2017), my visual reflective journaling alongside images and text of reflecting on my teaching and learning with/through infographics extended to incorporating physiological indicators recorded via a smartwatch – heart rate, breathing rate, stress slovenia email list levels and bodily sensations – before, during and after teaching sessions. Unintentionally, these observations revealed unexpected facets of my teacher-researcher experience (see figure 1).

In essence, recognising and prioritising the wellbeing of researchers is not just an ethical imperative but a practical necessity in the demanding landscape of academic endeavours. The incorporation of visual reflective journaling emerges as a tool accessible to all researchers, offering a holistic approach to both data collection and personal wellbeing. Using a/r/tography as a methodology and embodied data collection methods such as visual reflective journaling, the study not only unveils the value of infographics but also inadvertently sheds light on the unforeseen aspects of the teacher-researcher experience.