Validation of narrative concept maps as a visual and narrative production technique
DOI:
https://doi.org/10.48082/espacios-a26v47n05-e03Keywords:
Narrative concept maps, lived curriculum, initial teacher education, content validation, visual-narrative researchAbstract
We analyzed the content validation and pilot testing of Narrative Concept Maps as a technique for studying the lived curriculum in initial teacher education. Ten raters participated in two cycles, and 18 students participated in a pilot study. The multimodal analysis revealed high content validity, heterogeneous visual representations, and weak articulation between the map and the narrative. Three cases demonstrated relationships of anchoring, expansion, and tension. The findings informed a redesign with a relational focus and a sequenced narrative.
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