Publication: Composición multimodal con maestros en formación a partir del libro-álbum
Authors
Miras, Sebastián ; Ruiz-Bañuls, Mónica ; Rovira-Collado, José ; Martínez-Carratalá, Francisco A.
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.715661
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info:eu-repo/semantics/article
Description
Abstract
Entre los objetivos de la didáctica de la lengua y la literatura en la formación docente está la adquisición de competencias específicas como son las de expresión y comprensión escrita, oral y multimodal para mediar en el aula de Educación Primaria. El principal objetivo de la investigación se centra en conocer si la propuesta formativa de escritura creativa de un texto de acompañamiento para un álbum sin palabras produce diferencias estadísticamente significativas en el aprendizaje. El diseño del estudio sigue una metodología de análisis cuantitativo a partir de un cuestionario de escala Likert de 11 puntos sobre 38 ítems (12 relacionados con la alfabetización visual y 16 sobre el conocimiento de los álbumes sin palabras) con medidas antes y después. Los participantes son el alumnado matriculado el curso 22/23 (n = 129) y 23/24 (n = 154) en la asignatura “Didáctica de la Lectura y la Escritura” en cuarto curso del Grado en Maestro/a en Educación Primaria. Los resultados muestran que la práctica formativa ha producido aprendizajes estadísticamente significativos en el alumnado. Se concluye con la importancia del desarrollo de prácticas que incluyan el aprendizaje de la comunicación multimodal en la formación de futuro profesorado.
Among the objectives of language and literature didactics in teacher education is the acquisition of specific competences, such as written, oral, and multimodal expression and comprehension, to mediate learning in the Primary Education classroom. The main aim of this study is to determine whether a training proposal based on creative writing—specifically, the production of an accompanying text for a wordless picturebook—leads to statistically significant differences in learning outcomes. The research designfollows a quantitative analytical methodology based on an 11-point Likert-scale questionnaire comprising 38 items (12 related to visual literacy and 16 to knowledge of wordless picturebooks), administered as pre-and post-tests. Participants were studentsenrolled in the subject Didactics of Reading and Writingduring the 22/23 academic year (n = 129) and the 23/24 academic year (n = 154), in the fourth year of the bachelor’s degree in Primary Education. The results indicate that the training practice led to statistically significant learning gains among students. The study concludes by highlighting the importance of developing pedagogical practices that incorporate multimodal communication learning in the education of future teachers.
Among the objectives of language and literature didactics in teacher education is the acquisition of specific competences, such as written, oral, and multimodal expression and comprehension, to mediate learning in the Primary Education classroom. The main aim of this study is to determine whether a training proposal based on creative writing—specifically, the production of an accompanying text for a wordless picturebook—leads to statistically significant differences in learning outcomes. The research designfollows a quantitative analytical methodology based on an 11-point Likert-scale questionnaire comprising 38 items (12 related to visual literacy and 16 to knowledge of wordless picturebooks), administered as pre-and post-tests. Participants were studentsenrolled in the subject Didactics of Reading and Writingduring the 22/23 academic year (n = 129) and the 23/24 academic year (n = 154), in the fourth year of the bachelor’s degree in Primary Education. The results indicate that the training practice led to statistically significant learning gains among students. The study concludes by highlighting the importance of developing pedagogical practices that incorporate multimodal communication learning in the education of future teachers.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP (2026), Vol. 29, Núm. 2, pp. 17-30
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