Visual epistemology and qualitative analysis of photographic collage in teacher training: a study based on visual data
Abstract
The article presents qualitative research based on an arts education project previously carried out by second-year students on the Bachelor’s Degree in Primary Education at the University of Zaragoza. The study analyses how students create photographic collages based on direct observation in natural environments and how these works integrate artistic dimensions and knowledge generation. Through a thematic analysis of the visual artefacts produced, patterns are identified in compositional strategies, thematic interests and the use of technical resources. The results reveal recurring trends in the use of fragmentation, textures and compositional balance, as well as a strong focus on aesthetically reinterpreted natural elements. It is concluded that photographic collage acts as a hybrid visual language that enables experiential knowledge to be articulated through artistic processes, providing relevant evidence for visual epistemology and teacher training in transdisciplinary contexts.
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