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Using Multimodal Narratives in Professional Development to Support Collaborative Work

In this chapter, the authors discuss professional development (PD), self- and hetero-directed based on cases of physics education teachers in secondary and higher education and the role that multimodal narratives have in both processes. They adopt the PD perspective, which assumes that PD should be evaluated by its impact on teaching practices improvement. In this context, the PD aims to improve, incrementally, teaching practices. This process is difficult and complex and involves both teachers themselves and other professionals. Multimodal narratives (MN) are a tool that makes it possible to make teaching practices public and thus open to analysis by the teacher, other professionals, and researchers. The reported PD uses MNs as a tool that supports the teacher's collaborative work with peers and researchers. This collaborative work results in important incremental improvements in teaching practices.