Identidad docente y experiencias pedagógicas: prácticas de mediación del cómic en la formación inicial
Keywords:
teacher identity, initial teacher education, comics, multimodality, reflective practiceAbstract
Abstract
This article analyzes how teaching comics during intermediate teaching practice contributes to
the construction of professional teaching identity. Based on the work of three pairs of Spanish
Education students, it examines how they select multimodal texts, plan activities, and develop
visual reading strategies in real classroom contexts. The results show progress in the
appropriation of the language of comics and in the connection between theory and practice,
alongside tensions related to disciplinary mastery, situated pedagogical decisions, and the
demands of the school context. It is concluded that working with comics not only expands the
didactic repertoire but also acts as a key formative experience for identity development,
highlighting the need to strengthen multimodal training and reflective guidance in initial
teacher education.
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