Beliefs of Preservice Teachers About Wordless Picture Books

Abstract

This study presents a pedagogical intervention focusing on the analysis of picture books as one key form of multimodal text in preservice teachers’ literary education. The objective is to gain insight into students’ knowledge of wordless picture books and their reflection on this knowledge during a multimodal workshop. This mixed-methods research was based on a writing intervention with 114 participants; quantitative data was analyzed from a Likert-scale questionnaire administered before and after the intervention, and a qualitative analysis was performed from students’ reflections on the creative process. The quantitative findings show statistically significant differences in learning, while the information from the corpus of narratives expand the scope of this study and the potential of this approach in education.