Futuros profesores y competencia comunicativa. Una revisión sistemática de la literatura
Resumen Propósito: El objetivo de este artículo es realizar una revisión sistemática de la literatura científica existente sobre la relación entre la Competencia Comunicativa de profesores y futuros profesores en el contexto educativo. Diseño/metodología: Aplicando el método PRISMA 2020, se realizó una búsqueda en bases científicas de calidad detalladas posteriormente, para obtener finalmente 53 documentos en los que se identificó la Competencia Comunicativa de los docentes y sus determinantes, efectos, estrategias e instrumentos de medida. Resultados: Se encontró que los determinantes de estas competencias están relacionados con las características personales de quienes se comunican y con el contexto en el que se encuentran, reportando efectos benéficos para alumnos y docentes en términos educativos. De ahí la importancia de formar a los futuros docentes en Competencia Comunicativa. Originalidad: Este estudio pone de manifiesto la importancia de los procesos comunicativos en el contexto educativo. La formación del profesorado en este sentido es muy importante. Además, se valora el proceso educativo no sólo como un proceso unidireccional de transmisión de contenidos, sino como un proceso vivo, donde las emociones y los sentimientos se transmiten junto con los contenidos.
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Demirdag, S. (2022). The mediating role of communication skills in the relationship between leadership style and 21st-century skills. South African Journal of Education, 42(2), 1-11. https://doi.org/10.15700/saje.v42n2a2053
Domingo-Coscollola, M., Bosco-Paniagua, A., Carrasco-Segovia, S., & Sánchez-Valero, J.-A. (2019). Fomentando la competencia digital docente en la universidad: Percepción de estudiantes y docentes. Revista de Investigación Educativa, 38(1), 167-182. https://doi.org/10.6018/rie.340551
Eisenring, M. A. A., & Margana, M. (2019). The importance of teacher-students interacion in communicative language teaching (CLT). PRASASTI: Journal of Linguistics, 4(1), 46. https://doi.org/10.20961/prasasti.v4i1.17052
Fabregat Barrios, S. (2022). Proyecto lingüístico de centro. Cómo abordar la mejora de las habilidades comunicativas desde la institución escolar. Grao. https://doi.org/10.25267/Tavira.2022.i28.1301
Fadli, A., & Irwanto, I. (2020). The Effect of Local Wisdom-Based ELSII Learning Model on the Problem Solving and Communication Skills of Pre-Service Islamic Teachers. International Journal of Instruction, 13(1), 731-746. https://doi.org/10.29333/iji.2020.13147a
Froment, F., Bohórquez, M. R., & García González, A. J. (2021). El impacto de la credibilidad docente y la motivación del estudiante en la evaluación de la docencia. Revista Española de Pedagogía, 79(280). https://doi.org/10.22550/REP79-3-2021-03
Gabriel, K. R. (1995). MANOVA Biplots for twoway contingency tables. En W. Krzanowski (Ed.), Recent Advances in Descriptive Multivariate Analysis (pp. 227-268). Clarendon Press.
Gallego-Ortega, J. L., & Rodríguez-Fuentes, A. (2015). Communication skills training in trainee primary school teachers in Spain. Journal of Teacher Education for Sustainability, 17(1), 86-98. https://doi.org/10.1515/jtes-2015-0007
García-Martínez, I., Sierra-Arizmendiarrieta, B., Quijano-López, R., & Pérez-Ferra, M. (2020). La competencia comunicativa en estudiantes de los grados de Maestro: Una revisión sistemática. PUBLICACIONES, 50(3), 19-36. https://doi.org/10.30827/publicaciones.v50i3.15744
Gartmeier, M., Bauer, J., Fischer, M. R., Hoppe-Seyler, T., Karsten, G., Kiessling, C., Möller, G. E., Wiesbeck, A., & Prenzel, M. (2015). Fostering professional communication skills of future physicians and teachers: Effects of e-learning with video cases and role-play. Instructional Science, 43(4), 443-462. https://doi.org/10.1007/s11251-014-9341-6
Girón Escudero, V., Cózar Gutiérrez, R., & González-Calero Somoza, J. A. (2019). Análisis de la autopercepción sobre el nivel de competencia digital docente en la formación inicial de maestros/as. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(3), 193-218. https://doi.org/10.6018/reifop.373421
Gràcia, M., Jarque, M.-J., Astals, M., & Rouaz, K. (2020). Desarrollo y evaluación de la competencia comunicativa en la formación inicial de maestros. Revista Iberoamericana de Educación Superior, 11(30). https://doi.org/10.22201/iisue.20072872e.2020.30.591
Gràcia, M., Jarque, M. J., Astals Murià, M., & Rouaz, K. (2019). La competencia comunicativa y lingüística en la formación inicial de maestros: un estudio piloto. Multidisciplinary Journal of School Education, 8(2 (16)). https://doi.org/10.35765/mjse.2019.0816.06
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