Publication: La multimodalidad en los libros ilustrados de no ficción. Percepciones y criterios de docentes en formación
Authors
Sánchez-Arjona, Eva ; Saiz-Pantoja, Rodrigo ; Gutiérrez-Fresneda, Raul ; Trigo-Ibáñez, Ester
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia. Servicio de Publicaciones
publication.page.editor
publication.page.department
DOI
https://doi.org/10.6018/reifop.715391
item.page.type
info:eu-repo/semantics/article
Description
Abstract
La competencia para interpretar textos multimodales se ha convertido en un eje fundamental en la formación de futuros docentes. Este estudio tiene como objetivo evaluar el impacto de una intervención didáctica orientada a mejorar las creencias, conocimientos y competencias de docentes en formación respecto al libro ilustrado de no ficción (LINF) como artefacto multimodal. Se adoptó un enfoque mixto con diseño pre-test/post-test aplicado a 151 estudiantes del Grado en Educación Primaria. Los datos cuantitativos se obtuvieron mediante un cuestionario Likert de 18 ítems y se complementaron con un análisis cualitativo de 44 retroalimentaciones docentes sobre una práctica de análisis de LINF. Los resultados muestran mejoras estadísticamente significativas y tamaños del efecto elevados en todas las dimensiones, especialmente en la valoración de recursos informativos, la función epistémica de la imagen y la organización de la información. Sin embargo, el análisis cualitativo evidencia un desfase entre competencia declarada y desempeño real, con dificultades persistentes en la interpretación de las relaciones texto-imagen. Se concluye que el LINF es un recurso formativo clave, pero requiere propuestas que consoliden una competencia multimodal analítica y transferible.
The ability to interpret multimodal texts has become a key component in the education of future teachers. This study aims to evaluate the impact of a didactic intervention designed to improve pre-service teachers’ beliefs, knowledge, and competencies regarding illustrated non-fiction books (INFBs) as multimodal artifacts. A mixed-method approach was adopted using a pre-test/post-test design with 151 Primary Education students. Quantitative data were collected through an 18-item Likert questionnaire, complemented by a qualitative content analysis of 44 pieces of written feedback provided by instructors on a group assignment focused on INFB analysis. Results show statistically significant improvements with large effect sizes across all dimensions, particularlyin the assessment of informational resources, the epistemic role of images, and the organization of information. However, qualitative findings reveal a gap between declared competence and actual performance, especially in the interpretation of text–image relationships. The study concludes that INFBs constitute a valuable resource in teacher education, while highlighting the need for training approaches that foster deeper, transferable multimodal analytical skills.
The ability to interpret multimodal texts has become a key component in the education of future teachers. This study aims to evaluate the impact of a didactic intervention designed to improve pre-service teachers’ beliefs, knowledge, and competencies regarding illustrated non-fiction books (INFBs) as multimodal artifacts. A mixed-method approach was adopted using a pre-test/post-test design with 151 Primary Education students. Quantitative data were collected through an 18-item Likert questionnaire, complemented by a qualitative content analysis of 44 pieces of written feedback provided by instructors on a group assignment focused on INFB analysis. Results show statistically significant improvements with large effect sizes across all dimensions, particularlyin the assessment of informational resources, the epistemic role of images, and the organization of information. However, qualitative findings reveal a gap between declared competence and actual performance, especially in the interpretation of text–image relationships. The study concludes that INFBs constitute a valuable resource in teacher education, while highlighting the need for training approaches that foster deeper, transferable multimodal analytical skills.
publication.page.subject
Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP (2026), Vol. 29, Núm. 2, pp. 137-150
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/