DOI:
https://doi.org/10.14483/22487085.23728Publicado:
2026-09-14Número:
Vol. 28 Núm. 1 (2026): CALJ: enero-junioSección:
Artículos de InvestigaciónElementary School Pre-service Teachers’ Multimodal Practices: A Multiliteracies Approach
Prácticas Multimodales de Maestros en Formación: un Enfoque de Multiliteracidades
Palabras clave:
Escuela primaria, futuros docentes, prácticas multimodales, pedagogía de las multiliteracidades (es).Palabras clave:
Elementary school, pre-service teachers, multimodal practices, digital tools, pedagogy of multiliteracies (en).Descargas
Resumen (en)
Opening opportunities for language engagement through multimodal practices that start in the classroom and continue to develop in pre-service teachers’ lives turns out to be a resource to build teacher knowledge. Moreover, the use of digital resources and multiple modes of communication are alternatives that connect with today’s learning environments. This study, framed within a qualitative approach and a hermeneutic perspective, aims to develop understandings of elementary school pre-service teachers’ multimodal practices while implementing a multiliteracies approach. Data were collected through a teaching diary, two questionnaires, and the implementation of a pedagogical multimodal proposal. As a result, this project contributed to developing understandings of participants’ initial multimodal practices; narratives unveiled their funds of knowledge; stories connected image, action, graphics, and sound; built confidence for teacher development while conceptualizing and applying multimodal practices; and raised awareness of the need to contextually and ethically use digital tools in their current and future teaching careers.
Resumen (es)
Las oportunidades de interacción lingüística a través de prácticas multimodales, que comienzan en el aula y continúan desarrollándose en la vida de los futuros docentes, resultan ser un recurso para construir conocimiento educativo. Además, el uso de recursos digitales y múltiples modos de comunicación son alternativas que conectan con los entornos de aprendizaje actuales. Este estudio, enmarcado en un enfoque cualitativo y una perspectiva hermenéutica, busca comprender las prácticas multimodales de futuros docentes de primaria, implementando un enfoque de multiliteracidades. Los datos se recolectaron mediante un diario pedagógico, dos cuestionarios y la implementación de una propuesta pedagógica multimodal. Como resultado, este proyecto contribuyó a comprender las prácticas multimodales iniciales de los participantes; las narrativas develaron sus fondos de conocimiento; las historias conectaron imágenes, acciones, gráficos y sonidos; se fortaleció la confianza para el desarrollo docente y a través de la conceptualización y aplicación de prácticas multimodales; y se concientizó sobre la necesidad de utilizar herramientas digitales de forma contextual y ética en sus carreras docentes actuales y futuras.
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