This contribution outlines the design and evaluation of a university-based educational activity aiming to promote critical and creative uses of photography in pre-service teacher education. The activity formed part of a broader module on image-based didactics, delivered as part of a fourth-year course within a Master’s Degree in Primary Education. The module consisted of two lectures on visual literacy and image analysis, followed by an e-tivity in which students selected and planned a teaching activity based on a photograph by a professional photographer.

The e-tivity comprised four steps:
(1) conducting individual research on the photographic work of a selected photographer (from a curated list including e.g. Doisneau, Erwitt, McCurry and Salgado);
(2) reflecting critically on how the selected photograph could be integrated into a meaningful classroom experience;
(3) creating a detailed teaching plan using a provided template; and
(4) completing an optional anonymous questionnaire designed to collect evaluative feedback and information about students’ existing and prospective photographic practices in early childhood and primary education contexts.

Out of a total of 202 activities submitted, a total of 175 students completed the questionnaire. Data analysis revealed three key themes. Firstly, the activity was well received overall; students particularly appreciated the opportunity to explore the work of photographers and the inclusion of supporting materials. Secondly, while many participants reported occasionally using photographic materials in their teaching practice, the e-tivity prompted them to integrate images more intentionally and diversely, including analysis, production, and ethical reflection. Thirdly, 86.2% of respondents said that they were likely to use author photography more in future.

The findings suggest that, when framed within a structured didactic proposal, author photography can act as a powerful tool for stimulating educational reflection and design in pre-service teacher education. The e-tivity enabled students to view photography as more than just illustrative material, recognising it as a complex medium capable of eliciting interpretation, dialogue and participation among young learners.

This study highlights the need for further research on integrating photography into teaching practices in kindergarten and primary schools. Particular attention should be given to the selection of images and how they connect with learning objectives.

Keywords: Photography, visual literacy, pre-service teacher education.