Un estudio cualitativo sobre la competencia didáctica comunicativa de los docentes en formación

Résumé

Teachers must have didactic communicative competence to interact with students and facilitate their learning process. Students’ understanding of ideas as well as the interest and emotions they may feel from new learnings largely depend on the way teachers interact using their knowledge, competence and communication as well as their communicative skills. The objective of this study was to know and analyse pre-service teachers’ levels of communicative competence and identify what strategies and skills they developed during these didactic interactions. A qualitative research methodology was chosen to approach pre-service teachers’ reflections about the object of study. Semi-structured interviews were conducted leading to reflections on their training. The qualitative aquad program was used and enabled the analysis of participants’ narratives based on the designed code map. Results showed that despite the relevance of communication in the teaching-learning process, pre-service teachers mostly used verbal communication skills and techniques. Their didactic communicative competence continues to be insufficient when they start to teach. Interactions with students, however, constitute one of the key factors of quality in educational processes, therefore this study proposes ways to improve didactic communicative competence that can be integrated into initial teacher training curricula.