This contribution arises from two teaching innovation projects (call for innovative teaching projects of the Complutense University of Madrid) that have been carried out in the academic years 2020-21 and 2021-22. The projects has been developed in the subjects Didactics for the attention to diversity, Didactics and Curricular Innovation and Educational Technology, which arise from two concerns: 1) To bring students closer to knowledge and work procedures in line with a conception of the professional role sensitive to human social needs, whose practical performance is guided by moral and ethical criteria. 2) To help students to problematize the conceptualization of diversity and inequality beyond a relativistic or ethnocentric vision. For these purposes, we explore the value of visual storytelling in helping prospective teachers construct an inclusive teaching identity that recognizes the ethical, political, and social implications of the profession. First, we review aspects that impact the processes of teacher identity construction (AlMahdi & Bukamal, 2019; Brown, et al, 2020; Hoffman-Kipp, 2008; Tardif & LeVasseur, 2018; Sachs, 2005). Next, and consistent with the studies reviewed, we delve into the relevance that narrative inquiry has for apprehending and analyzing identity as experiences that can be narrated (Huber et al., 2013; McKay, 2019; Herring & Hunter-Doniger; 2018; Mills & Unsworth, 2018). This will allow us, third, to identify the new contributions that visual narrative inquiry brings to this field of study, and to initial teacher education. Finally, we conclude with the exposition of the procedural principles and basic principles that guide the work we have been developing in different teacher education degrees.
Laura Rayón, PhD is Full Professor at Complutense University of Madrid, UCM (October 2020), after a positive resolution in the Excellence Mobility Programme (UCM), in the Department of Educational Studies. Member of the consolidated research team DETECESE at UCM. She has participated in funded research projects as a team member, or as Main Investigator. Visiting Professor, Department of Social Science, Loughborough University (UK), in the Chair of Professor David Buckingham (2013).
Ana María de las Heras holds a PhD in Education (European Doctorate). Lecturer in the Department of Educational Studies at UCM. Member of the consolidated research team DETECESE at UCM. She has several publications and contributions to international conferences on the use of media in teacher training and to promote educational inclusion.
Elena Bañares-Marivela holds a PhD in Education (Cum Laude). Associate Professor in the Department of Educational Studies at UCM. Member of the consolidated research team DETECESE at UCM. Lines of research: use of technological resources and cooperative learning to promote intercultural and inclusive education.
José Hernández Ortega holds a PhD in Education (Extraordinary Prize). Teacher of Language and Literature and member of the consolidated team DETECESE at UCM. Lines of research: multimodality, transmedia narratives, educational technology. He has trained and taught in Spain, Italy, Ecuador and Lithuania. https://orcid.org/0000-0003-3556-5688
Carlos Barroso is Bachelor’s degree in Telecommunications Engineering and Business Administration at Rey Juan Carlos University, with a Master’s degree in Teacher Training at European University of Madrid. He is currently a PhD student in Education at Complutense University of Madrid (UCM), Spain. Carlos Barroso is a Telecommunications Engineer at Telefónica combined with research staff at UCM.Member of the consolidated research team DETECESE at UCM. Mention of Excellent Student in the 2020/2021 academic year, member of the Spanish Society for Academic Excellence (SEDEA) and national prize in Official Association of Technical Telecommunication Engineers (COITT)( URJC student and Cadena Ser).