Awareness of the actions developed by a pre-service teacher during educational
practice is a key aspect for the development of epistemic practices
in students. Based on the content analysis of five multimodal narratives,
a qualitative and interpretative study was developed with a case study design,
with the purpose of identifying and analysing the actions of a pre-service
teacher in the promotion and support of students’ epistemic practices.
The results show that the actions that had the highest occurrence were those
aimed at encouraging the student in the autonomous search for answers for the
successful resolution of tasks. We conclude that the habit of identifying and analysing
classroom practices, fostered during teacher training, can contribute to a
greater awareness of the impact on the teaching of a pre-service teacher and to
the construction of a reflective future teacher.

Keywords
Teacher training, episemic practices, primary education, multimodal narratives.