This open access book discusses the functionality of the use of the language of photography in
teachers' initial and ongoing training. It analyzes the nature of photography as a
representation system facilitating inquiry and reflection on its practice for teachers and
evocating on theories and beliefs that may guide their work in classrooms. Photography is used
to represent symbolically and affectively possible contradictions in teaching activities or the
inconsistencies between planned teaching tasks and the educational purposes pursued. Resolving
these conflicts is one of the ways to promote professional development. This book also
describes photo-elicitation and photographic storytelling as work procedures. By analyzing the
contributions of these techniques the development of teachers is improved.
