Abstract

The purpose of this study was to use portraiture methodology to answer the research question: What are the dimensions that reveal themselves during a portraiture study of an experienced first grade male teacher?

Data were gathered in an elementary school classroom setting over a period of 8 months. Data methods and sources included participant observation with artifact collection in the First Grade classroom and interviews with the portrait participant; his wife and son; the principal and four teachers in the school; and four parents of his students.

The field notes and transcriptions were analyzed by coding the data and categorizing the codes by themes. Dimensions were conceptualized according to patterns that emerged from the categories. Authenticity procedures included researcher as instrument, triangulation, and a member check.

Results were described and interpreted using the portraiture dimensions of Telling the Truth, Being in the Moment, Valuing the Environment, and Cultivating Relationships. Researcher reflections focused on portraiture as methodology, best practice revealed through the portrait dimensions, and looking ahead to the value of portraiture in the field of Early Childhood Education and to thoughts about a research agenda.