The management of coexistence is a topic of great interest within the educational field, insofar as the quality of learning and the well-being of teachers, students and families depend on it. In this sense, teachers have certain conceptions about coexistence and conflicts that ultimately determine teaching practices. Understanding school coexistence as something more than the absence of violence, teachers must have a broad and complete vision of this idea, especially in Secondary Education, which is where most conflicts occur in the Spanish educational system. And to work on teaching conceptions on this subject, multimodal narratives can be constructed and analyzed, understanding them as a professional development strategy.

For all these reasons, the main objective of this work was to know the conceptions of Science, Technology and Mathematics teachers about school coexistence from the construction and reconstruction of narratives. METHOD: It was a qualitative study of analysis of multimodal narratives, where 306 Spanish teachers of Science (32.03%), Mathematics (35.29%) and Technology (32.68%) participated. Within the framework of a STEM teacher training program, they were asked to develop a multimodal learning portfolio and debate and reflection sessions, where they had to narrate what they considered school coexistence. The information collected was analyzed based on: the shaping dimensions of school coexistence, the main types of coexistence conflicts in the educational field, the main components of the conflicts and the participatory structures for the construction of coexistence. RESULTS: The configuring dimension of school coexistence most present in the teachers' narratives was related to the idea of ​​peace and absence of violence, being present in 67.97% of the narratives. The most frequent coexistence conflicts focused on disruption and bullying (61.76% and 51.96%, respectively, of the teaching narratives). Most of the narratives about the components of the conflicts referred to behaviors (especially in photographic narratives) and attitudes (especially in textual narratives). Finally, most of the teaching narratives on participatory structures for the construction of coexistence centered around conflict mediation and other specific strategies for their dialogue resolution (34.13% and 32.03%, respectively, of the teaching narratives that were analyzed). CONCLUSIONS: The analysis of teaching narratives contributes to the continuous training of Science, Technology and Mathematics teachers in terms of school coexistence. School coexistence is a challenge in the continuous training of Science, Mathematics and Technology teachers in the context of Spanish Secondary Education.

It was a qualitative study through the analysis of multimodal narratives within the framework of a teacher development program. The study involved 306 Science (32.03%), Mathematics (35.29%) and Technology (32.68%) teachers who were taking an online training program on active methodologies and STEM. All of them were in active service in public institutes of Secondary Education distributed throughout the Spanish territory. The mean age of the participants was 39.09 (TD = 11.22), and they had a mean experience of 15.87 years (TD = 12.73). For the collection of information, learning folders and participant observation were used. The learning folders collected reflections and evidence on the use of active methodologies in Secondary Education classrooms, which could integrate information presented in different languages and formats (f.e.: videos, photographs, texts, audios). And the observation was made from the participation in online group sessions where the evidence collected by the students was discussed. The procedure for the selection of participants was intentional. All teachers who participated in the three editions of the teacher training program were asked to prepare a learning folder. Among other questions, they were asked to include different narratives on predefined themes, among which was a conceptualization of school coexistence ("what is school coexistence for you?"). Subsequently, in the discussion sessions they were asked to present their narratives to the other classmates and, based on them, to be able to debate, reflect and build learning. All the information collected was analyzed with Atlas.ti based on the following predefined categories: dimensions that configure coexistence (Delors, 2013), types of coexistence conflicts (Monge et al., 2021), conflict components (Cremin & Guilherme, 2016) and participatory structures for the construction of coexistence (Turk, 2018).

The analysis of teaching narratives contributes to the continuous training of teachers in terms of school coexistence. In fact, this practice has satisfactory results in initial teacher training (Saharuddin et al., 2020).The configuring dimension of school coexistence most present in the narratives of the participating teachers is related to the idea of peace and absence of violence. This supposes a partial vision of what school coexistence really is, forgetting such important elements as pluralism, commitment to others, conflict management and the construction of common projects (Delors, 2013). The most frequent coexistence conflicts in the narratives of the participating teachers make special reference to disruption and bullying. This can be explained because the first of them is the most present in Secondary Education classrooms and the one that disturbs class dynamics for the longest time, while bullying is one of the school conflicts with the most serious consequences (Monge et al., 2021). Most of the photographic narratives analyzed in this study focus on the visible elements of the conflicts, that is, the behaviors. And, on the other hand, most of the written narratives of the participating teachers focus on the attitudinal components. However, the contradictions go almost unnoticed as elements of the conflicts, since they are the most difficult to detect (Cremin & Guilherme, 2016). As evidenced by the results, school coexistence is a challenge in the continuous training of Science, Mathematics and Technology teachers in Secondary Education. It can even be considered as a problem little addressed from the initial training of Early Childhood Education teachers in Spain (Monge & Gómez, 2021).

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