Affiliation:
1. Politécnico do Porto, Portugal
Abstract
Teacher training processes must incorporate a reflective dimension as a strategy for professional development. The pursuit of a professional identity and the need to give personal meaning to theoretical principles grounds the emergence of young teachers' reflection. In this chapter, multimodal narrative (MN) is presented as a tool to support reflexive approaches in the development of teachers' professional knowledge. The data collected about the perspectives of student teachers and supervisors who experienced the use of MN show the interest of these actors about the tool and about the processes of its use. This chapter presents and discusses constraints identified throughout the pilot study of using a MN in teacher training that the authors developed. It also presents a proposal for the use of MN in the context of initiation of the professional practice that includes an adapted version of the MN tool and a phased process of its use.
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