Publication: Multimodalidad y uso de álbumes ilustrados. Estudio exploratorio sobre la percepción del profesorado en formación sobre la diversidad cultural.
Authors
Encabo Fernández, Eduardo ; Jerez Martínez, Isabel ; Hernández Delgado, Lourdes
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Facultades de la UMU::Facultad de Educación
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.715991
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info:eu-repo/semantics/article
Description
Abstract
Introducción: esta investigación ha indagado en el pensamiento y actitud del profesorado en formación acerca de las nociones de identidad y de cultura. El álbum ilustrado, como manifestación que permite el análisis multimodal, sirvió como instrumento para la reflexión relativa a los conceptos mencionados. Metodología:el artículo se basó en un método cualitativo en el que se exploraron las creencias y opiniones del futuro profesorado; estos aspectos fueron recopilados mediante un instrumento de redacción libre por parte del alumnado confeccionado ad hocpara el estudio. Tres álbumes ilustrados relacionados directamente con la temática fueron seleccionados para ser el eje conductor del estudio. La investigación involucró a cincuenta estudiantes procedentes de dos cursos diferentesde la titulación del Grado en Educación Primaria de la Universidad de Murcia. Fue una selección intencional de participantes donde se analizaron producciones de la mitad de cada uno de los cursos hasta alcanzar la cifra final. Resultados: el análisis de resultados confirmó el valor del álbum ilustrado como pretexto para la reflexión y muestra del pensamiento de los docentes en formación. Además, se detectó cierta convergencia en las respuestas, lo que denota la presencia de sensibilidad de estos estudiantes hacia la diversidad cultural.
Introduction: this research has investigated the thinking and attitudes of trainee teachers regarding the concepts of identity and culture. The picturebook, as a medium that allows for multimodal analysis, served as a tool for reflection on the aforementioned concepts. Methodology: The article was based on a qualitative method that explored the beliefs and opinions of future teachers; these aspects were compiled using a free-writing instrument designed ad hocfor the study. Three picturebooks directly related to the subject matter were selected to be the focus of the study. The research involved fifty students from two different years of the Primary Education Degree programme at the University of Murcia. It was an intentional selection of participants, with the work of half of each year group being analysed until the final number was reached. Results: the analysis of the results confirmed the value of the picturebook as a pretext for reflection and a sample of the thinking of trainee teachers. In addition, a certain convergence in the responses was detected, which indicates the presence of sensitivity to cultural diversity among these students.
Introduction: this research has investigated the thinking and attitudes of trainee teachers regarding the concepts of identity and culture. The picturebook, as a medium that allows for multimodal analysis, served as a tool for reflection on the aforementioned concepts. Methodology: The article was based on a qualitative method that explored the beliefs and opinions of future teachers; these aspects were compiled using a free-writing instrument designed ad hocfor the study. Three picturebooks directly related to the subject matter were selected to be the focus of the study. The research involved fifty students from two different years of the Primary Education Degree programme at the University of Murcia. It was an intentional selection of participants, with the work of half of each year group being analysed until the final number was reached. Results: the analysis of the results confirmed the value of the picturebook as a pretext for reflection and a sample of the thinking of trainee teachers. In addition, a certain convergence in the responses was detected, which indicates the presence of sensitivity to cultural diversity among these students.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP (2026), Vol. 29, Núm. 2, pp. 45-57
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