El valor de la multimodalidad y la retórica visual para construir conocimiento en torno a la inclusión en la formación inicial de docentes

Ana María de las Heras Cuenca; Patricia Gómez Hernández; Carlos Monge López; Sara Redondo Duarte

doi:10.6018/reifop.715691

Authors

Ana María de las Heras Cuenca Complutense University of Madrid https://orcid.org/0000-0001-5259-1218
Patricia Gómez Hernández National University of Distance Education https://orcid.org/0000-0001-9163-7637
Carlos Monge López National University of Distance Education https://orcid.org/0000-0002-7761-6087
Sara Redondo Duarte National University of Distance Education https://orcid.org/0000-0003-2012-8784

DOI: https://doi.org/10.6018/reifop.715691

Keywords: Inclusive education, multimodal narratives, pre-service teacher education, visual rhetoric

Supporting Agencies

Research conducted within the framework of the Educational Innovation Projects call promoted by the Vice-Rectorate for Quality at the Complutense University of Madrid.

Abstract

This study explores the semiotic possibilities of multimodal creations in the education of future teachers. Through the development of multimodal learning journals, students construct knowledge related to inclusive education and become aware of existing situations of inequality and exclusion. Using a visual narrative inquiry design, the journals of 66 students participating in a teaching innovation project are analyzed. From these journals, 373 self-authored photographs are selected, together with the stories and narratives they evoke. The results demonstrate the potential of multimodal texts in constructing meaning-rich narratives that connect academic knowledge with sociocultural reality. The high presence of images that display rhetorical figures (such as personification, metaphor, antithesis, and metonymy, among others) shows how multimodal storytelling becomes a key tool in the learning process, fostering the understanding and communication of abstract and complex concepts related to diversity, inclusion, and inequality. Furthermore, the study confirms the contributions of multimodal narration to enhancing students’ technological literacy, identifying different narrative forms depending on the students’ degree year.

Downloads

Download data is not yet available.

Metrics

Views/Downloads

Abstract
0
pdf (Español (España))
0

Author Biographies

Ana María de las Heras Cuenca, Complutense University of Madrid

Full Professor in the Department of Educational Studies at the Complutense University of Madrid. She began her research career as an undergraduate research fellow at the University of Alcalá and later as an FPI fellow funded by the Complutense University of Madrid and the Spanish Ministry of Science and Innovation. During this period, she earned her PhD with European Mention in the field of Education.

Since 2009, she has been a member of the consolidated research group “Technological Development, Sociocultural Exclusion and Education” at the Complutense University of Madrid, participating in several research projects funded through competitive European, national, and regional calls.

Her research focuses on the processes and possibilities of critical digital literacy as a means of fostering people’s emancipation in educational and digital contexts. She also examines the potential of technological resources to promote teacher education aimed at building inclusive professional identities.

Patricia Gómez Hernández , National University of Distance Education

International PhD in Education from the University of Alcalá (Extraordinary Doctoral Award). She is currently a Full Professor in the Department of Didactics, School Organization and Special Didactics at the National University of Distance Education (UNED), where she teaches undergraduate and postgraduate courses. She also serves as coordinator of the course *Curriculum Design and Development* in the MAES program, a position equivalent to departmental secretary.

She has carried out several long-term research stays at foreign universities and has participated in both national and international research and teaching innovation projects. Her publications focus on educational innovation, teacher education, inclusive education, and technology applied to education.

Carlos Monge López, National University of Distance Education

PhD in Education from the University of Alcalá (International Mention and Extraordinary Doctoral Award), Full Professor in the Department of Didactics, School Organization and Special Didactics (Area of Didactics and School Organization) at the National University of Distance Education (UNED). He is a member of the teaching innovation group “Communication, Social Media and New Narratives” (CoReN-UNED) and of the research groups “Social Media and Media, Inclusive and Ubiquitous Education” (SMEMIU-UNED) and “Technological Development, Sociocultural Exclusion and Education” (Detecese-UCM).

His main research interests focus on teacher education for innovation, school coexistence, and inclusive education.

Sara Redondo Duarte, National University of Distance Education

She holds a degree in Pedagogy from the Complutense University of Madrid and a PhD in Education from the European University of Madrid. Accredited as a Full Professor by ANECA (2024), she has been awarded two six-year research evaluation periods (*sexenios de investigación*). She is currently an Assistant Professor in the Department of Didactics, School Organization and Special Didactics at the National University of Distance Education (UNED).

She has held several academic management positions at the European University, including Director of the Center for Excellence in Educational Innovation, Director of Educational Innovation and Faculty Development, and Director of the Student Experience Unit. She is also a member of the consolidated research group UCM 941445 – Technological Development, Sociocultural Exclusion and Education.

Her research interests focus on teacher education, the pedagogical use of technology, and the evaluation of educational programs. She has received awards for best practices in university leadership and management from the Polytechnic University of Catalonia (2021), the Club Excelencia en Gestión (2019), and the European University (Quality Awards 2013 and 2015). She has also received recognition at the International E-Learning Awards (2018, 2019, and 2022).

References

Aparici, R., & García-Matilla, A. (2008). Lectura de imágenes en la era digital. Ediciones de la Torre.

Aparici, R., García-Matilla, A., Fernández-Baena, J., & Osuna-Acedo, S. (2006). La imagen. Análisis y representación de la realidad. Editorial Gedisa.

Arslan, M.M. (2017). Awareness of candidates on teaching practice in their reflective diaries. Bartin University Journal of Faculty of Education, 6(3), 1017-1026. https://doi.org/10.14686/buefad.311276

Bailey, N.M., & Harken, E.M. (2014). Visual images as tools of teacher inquiry. Journal of Teacher Education, 65(3), 241-260. https://doi.org/10.1177/0022487113519130

Barthes, R. (1964). Rhétorique de l’image. Communications, 4, 40-51.

Barthes, R. (2009). Lo obvio y lo obtuso. Editorial Paidós.

Barthes, R. (2020). La cámara lúcida. Notas sobre fotografía. Editorial Paidós.

Bautista, A. (2021). Functional resignification and technological innovation as a digital teaching competence. Revista Iberoamericana de Tecnologías del Aprendizaje, 16(1), 93-99. https://doi.org/10.1109/RITA.2021.3052679

Callow, J. (1999). Reading the visual: an introduction. En J. Callow (Ed.), Image matters: visual texts in the classroom (pp. 1-13). Primary English Teaching Association.

Cao, M.L.F. (1998). La retórica visual como análisis posible en la didáctica del arte y de la imagen. Arte, Individuo y Sociedad, 10, 39-62.

Carrillo-López, P.J., & Hernández-Gutiérrez, A.A. (2022). Competencia digital de los docentes canarios para atender a la diversidad funcional. Revista Electrónica Interuniversitaria de Formación del Profesorado, 25(1), 1-17. https://doi.org/10.6018/reifop.496281

de las Heras, A.M., & Rayón, L. (2023). Photography as a system for representing the teacher’s theories and beliefs. En A. Bautista (Coord.), Photographic elicitation and narration in teachers education and development (pp. 27-46). Springer. https://doi.org/10.1007/978-3-031-20164-6

de las Heras, A.M., Rayón, L., & Bautista, A. (2020). Evocación de creencias y teorías del profesorado de Educación Primaria durante procesos de foto-elicitación. Publicaciones, 50(1), 121-140. https://doi.org/10.30827/publicaciones.v50i1.13777

Debbağ, M., & Fidan, M. (2020). Examination of text and video-formatted learning diaries in the teacher education. Australian Journal of Teacher Education, 45(3), 1-17. https://doi.org/10.14221/ajte.2020v45n3.1

Eco, U. (1976). Tratado de semiótica general. Editorial Lumen.

Eco, U. (1990). Semiótica y filosofía del lenguaje. Editorial Lumen.

English, M.C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem- and project-based learning. Interdisciplinary Journal of E-Learning and Learning Objects, 7(2), 128-150. https://doi.org/10.7771/1541-5015.1339

Fauconnier, G., & Turner, M. (2002). The way we think: conceptual blending and the mind’s hidden complexities. Basic Books.

Fernández-Ibáñez, J.J. (1986). Didáctica de la imagen: educación de la sensibilidad visual. Universidad de Deusto.

Freire, P. (1986). Pedagogía del oprimido. Ediciones Morata.

Gibbs, G.R. (2021). Analyzing qualitative data (2ª ed.). Sage. https://doi.org/10.4135/9781526441867

Gibbs, R.W. (2008). The Cambridge handbook of metaphor and thought. Cambridge University Press.

Grupo µ (1987). Retórica general. Ediciones Paidós.

Huber, J., Caine, V., Huber, M., & Steeves, P. (2013). Narrative inquiry as pedagogy in education: the extraordinary potential of living, telling, retelling, and reliving stories of experience. Review of Research in Education, 37(1), 212-242. https://doi.org/10.3102/0091732X12458885

Imhof, M., & Picard, C. (2009). Views on using portfolio in teacher education. Teaching and Teacher Education, 25(1), 149-154. https://doi.org/10.1016/j.tate.2008.08.001

Jakobson, R. (2002). Fundamentals of language (2ª ed.). Mouton de Gruyter.

Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241-267. https://doi.org/10.3102/0091732X07310586

Johnson, K.E., & Golombek, P.R. (2011). The transformative power of narrative in second language teacher education. TESOL Quarterly, 45(3), 486-509. https://doi.org/10.5054/tq.2011.256797

Johnson, M. (2007). The meaning of the body: aesthetics of human understanding. University of Chicago.

Kress, G.R., & Leeuwen, T. (2020). Reading images: a grammar of visual design (3ª ed.). Routledge.

Lakoff, G., & Johnson, M. (2017). Metáforas de la vida cotidiana (2ª ed.). Ediciones Cátedra.

Martínez-Sánchez, A.M., Esteban-Moreno, R.M., & Pabón-Carrasco, M. (2022). Análisis de las actitudes hacia el hecho multicultural en una muestra de estudiantes españoles de Magisterio. Revista Electrónica Interuniversitaria de Formación del Profesorado, 25(1), 19-34. https://doi.org/10.6018/reifop.496431

Mayer, R.E. (2009). Multimedia learning. Cambridge University.

Moliné, M. (2000). La fuerza de la publicidad: saber hacer buena publicidad, saber administrar su fuerza. McGraw-Hill.

Monge, C., Gómez, P., & Torrego, A. (2022). Escuela inclusiva y desarrollo docente a través de la indagación narrativa visual. En L. Rayón & B. Sáenz-Rico (Eds.), Prácticas narrativas y profesorado: nuevos conceptos de formación para la innovación educativa (pp. 81-99). Editorial Síntesis.

Mulvihill, T.M., & Swaminathan, R. (2024). Investigación educativa basada en las artes. Ediciones Morata.

Nóvoa, A. (2009). Professores: imagens do futuro presente. Universidade de Lisboa.

Panofsky, E. (1972). Estudios sobre iconología. Alianza Editorial.

Pañagua, L., Martín-Alonso, D., & Blanco, N. (2019). Escritura reflexiva y desarrollo de saberes experienciales: tensiones y posibilidades. Revista Interuniversitaria de Formación del Profesorado, 33(3), 11-28. https://doi.org/10.47553/rifop.v33i3.74883

Pink, S. (2015). Doing sensory ethnography (2ª ed). Publications.

Pinto, A.C.S. (2019). Fotografando em sala de aula: uma proposta didática pelo olhar da multimodalidade. Revista Prolíngua, 14(2), 196-207. https://doi.org/10.22478/ufpb.1983-9979.2019v14n2.48834

Rayón, L., de las Heras, A.M., & Hernández, J. (2022a). Didáctica universitaria híbrida: identidad digital creativa y multimodalidad. Altre Modernità, 27, 48-64. https://doi.org/10.54103/2035-7680/17876

Rayón, L., de las Heras, A.M., & Monge, C. (2022b). Diario multimodal de aprendizaje y narración fotográfica: enriquecimiento de creencias y valores en la formación inicial del profesorado. En L. Rayón & B. Sáenz-Rico (Eds.), Prácticas narrativas y profesorado: nuevos conceptos de formación para la innovación educativa (pp. 29-44). Editorial Síntesis.

Rayón, L., de las Heras, A.M., & Rodríguez, C. (2020). La ciudad como experiencia de aprendizaje a través de narraciones visuales. Estudios Pedagógicos, 46(1), 339-361. http://dx.doi.org/10.4067/S0718-07052020000100339

Reinhold, L., Händel, M., & Naujoks-Schober, N. (2025). AI-teacher agreement in evaluating learning diaries. Frontiers in Education, 10, 1-9. https://doi.org/10.3389/feduc.2025.1601789

Romero-Esquinas, M.H., Hidalgo-Ariza, M.D., Muñoz-González, J.M., & Ariza-Carrasco, C. (2025). El aprendizaje multimodal: un enfoque inclusivo para el aula. En M. Montenegro-Rueda, J. Fernández-Cerero, M. Miravete-García & V. Fernández-Scagliusi (Eds.), Innovación educativa, inclusión y tecnología. Estrategias para una sociedad accesible (pp. 146-163). Dykinson.

Shankar, A. (2019). Listening to images, participatory pedagogy, and anthropological (re)inventions. American Anthropologist, 121(1), 229-242. https://doi.org/10.1111/aman.13205

Share, J. (2015). Cameras in classrooms: photography’s pedagogical potential. En D.M. Baylen & A. D’Alba (Eds.). Essentials of teaching and integrating visual and media literacy (pp. 97-118). Springer. https://doi.org/10.1007/978-3-319-05837-5_5