포토보이스는 참여자를 연구의 주체로 인식한다. 참여자를 연구의 중심에 두는 것은 그들에게 더 많은 의사결정 권한을 제공하기 위한 것이다. 이러한 접근은 연구 참여자의 위상을 높이는 데 기여하고, 연구자의 역할 변화를 기대한다. 이 과정에서 연구자는 참여자와 함께 지식을 생성하는 협력자 및 촉진자 역할을 수행하게 된다.

경남 거창에서 태어나 자랐다. 교사의 꿈을 가지고 진주교육대학교에 진학하였고, 2000년에 첫 발령을 받았다. 지속적 배움에 대한 의지를 실현하기 위해 한국교원대학교와 부산대학교에서 교육학 석사, 박사 학위를 받았다. 이론과 실제를 연계하고 실천력을 높이기 위한 노력의 일환으로 질적 연구 방법을 적용한 다채로운 연구를 수행해오고 있다. 2017년에는 개인 연구물들을 모아 「교사 전문성과 수업: 질적 연구를 통한 실천적 접근」을 출판하여 세종도서 학술부문에 우수도서로 선정되기도 하였다. 글쓰기는 교사 전문성으로 이끌어주는 토대가 된다는 인식을 몸소 느끼고 현장 기반 글쓰기를 꾸준히 실천하고 있다.
[저서]
2012 공저. 체계적 수업분석을 통한 수업컨설팅. 학지사.
2016 공저. 좌충우돌 행복학교 이야기. 아카데미프레스.
2016 공저. 질적자료분석: 파랑새2.0 소프트웨어. 아카데미프레스.
2017 개인. 교사 전문성과 수업: 질적 연구를 통한 실천적 접근. 교육과학사.
2018 공저. 자기수업컨설팅. 학지사.
[논문]
2015. 초등학교 교육과정과 수업설계의 자원으로서 스마트폰: 아동들의 교육적 경험. 한국교육, 42(1), 167-195.
2016. 희망이의 성장 이야기: 개별화 수업 사례 연구. 한국교육, 43(4), 5-32.
2016. 한 교사의 실천적 지식에 담긴 의미 탐색: L교사의 교육 이야기. 평생학습사회, 11(4), 83-113.
2016. 학습동기를 위한 초등학교 교사들의 수업방법에 대한 사례연구. 초등교육연구, 29(1), 71-79.
2017. 프로젝트 수업 사례를 통한 프로젝트 수업의 의미 탐색. 한국교육, 44(1), 5-32.
외 KCI 등재지 20여 편 게재 및 출판

머리말 ·································································3

제1부 포토보이스에 대한 이해

제1장 포토보이스의 개요 ················································13
1. 포토보이스의 탄생 배경 ·········································19
2. 포토보이스의 개념 및 특징 ······································23
3. 포토보이스의 장점 ···············································26
4. 포토보이스의 단점 ···············································34
? 참고문헌 ··························································37

제2장 포토보이스의 이론적 근거 ·······································41
1. 프레이리의 비판적 의식화 교육 ·································43
2. 페미니즘 ··························································45
3. 다큐멘터리 사진 ··················································48
? 참고문헌 ··························································54

제3장 포토보이스의 연구 절차 ··········································57
1. 파악(identification) ·············································62
2. 모집(invitation) ··················································64
3. 교육(education) ··················································66
4. 기록(documentation) ···········································70
5. 서술(narration) ··················································74
6. 관념화(ideation) ·················································77
7. 발표(presentation) ··············································80
8. 확증(confirmation) ··············································84
? 참고문헌 ··························································86

제4장 포토보이스의 타당도 확보 전략 ································89
1. 부가적인 자료 수집을 통한 삼각 검증 ··························91
2. 사진의 현실성 및 진실성 ·········································94
3. 연구 참여자의 주체성 보장 ······································95
4. 학문적 권위자의 검토 ············································97
5. 심층적 기술 ·······················································98
? 참고문헌 ·························································101

제5장 포토보이스의 가능성 ············································103
1. 자기 경험 연구에 대한 실증적 자료 ···························105
2. 온라인 공간의 문화 현상 탐구 ·································126
? 참고문헌 ·························································148

제2부 포토보이스의 실제

제6장 장애인 자립의 현실과 평생교육의 방향에 관한 포토보이스 ·····························153
1. 연구의 필요성 및 목적 ··········································155
2. 이론적 배경 ······················································159
3. 연구 방법 ························································166
4. 포토보이스를 통한 장애인의 내러티브 ························175
5. 결론 및 논의 ·····················································200
? 참고문헌 ·························································205

제7장 코로나19를 경험하는 초등학생의 감정 탐색 ················211
1. 들어가며 ·························································213
2. 이론적 배경 ······················································216
3. 연구 방법 ························································222
4. 코로나19를 경험하는 초등학생의 감정 ························232
5. 나가며 ···························································245
? 참고문헌 ·························································251

제8장 국내 교육학 분야의 포토보이스 연구동향 ··················257
1. 서론 ······························································259
2. 연구 방법 ························································263
3. 연구 결과 ························································271
4. 결론 및 논의 ·····················································285
? 참고문헌 ·························································296