La competencia comunicativa en estudiantes de los grados de MaestroUna revisión sistemática

  1. García-Martínez, Inmaculada 1
  2. Sierra-Arizmendiarrieta, Beatriz 2
  3. Quijano-López, Rocío 3
  4. Pérez-Ferra, Miguel 4
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  2. 2 Departamento de Ciencias de la Educación. Universidad de Oviedo.
  3. 3 Departamento de Didáctica de las Ciencias. Universidad de Jaén
  4. 4 Departamento de Pedagogía. Universidad de Jaén
Montrer des affiliations +
Revue:
Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla

ISSN: 1577-4147

Année de publication: 2020

Volumen: 50

Número: 3

Pages: 19-36

Type: Article

DOI: 10.30827/PUBLICACIONES.V50I3.15744 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla

Résumé

Technological advances have changed patterns of communication and interaction in society and in the educational field. These changes have affected both schools and teachers themselves, highlighting the need to rethink the inherent roles of teachers and the type of training they need to perform their future professional activities effectively. Despite the volatility with which today’s teachers must cope, communicative competence remains an essential skill, which they must work on and develop in order to fulfil their main task, which is to teach. This research aims to provide an overview of how communication competence is worked with internationally. The methodological design responds to a systematic review, following the PRISMA guidelines, in Web of Science and Scopus databases on the field of linguistics and teacher training. The studies were carried out using a qualitative content analysis based on a population of 434 articles, with a final sample of 19. Among the findings, we detected the relevance given to the consolidation of methodological paths oriented towards the transmission of linguistic knowledge, as well as the acquisition of the required communicative competence by students, at different educational levels. Likewise, there is an inclination to point out the importance of training needs for future teachers with regard to communicative competence, noting it as necessary for their professional performance.

€ Voir financement

Information sur le financement

1 This study is part of a three-year Research Project (2016-2019), funded by the Spanish Ministry of Education and Culture, with number EDU2915-70491-R.

Financeurs

Références bibliographiques

  • Aspelin, J., & Jonsson, A. (2019). Relational competence in teacher education. Concept analysis and report from a pilot study. Teacher Development, 23(2), 264-283. doi: 10.1080/13664530.2019.1570323.
  • Avgousti, M. I. (2018). Intercultural communicative competence and online exchanges: A systematic review. Computer Assisted Language Learning, 31(8), 819-853.
  • Begeka, D. A. (2019). Linguo-social and cultural competence as a factor of professional training of future foreign philology teacher. Astra Salvensis-revista de istorie si cultura, 7(13), 441-455.
  • Brebner, C., Attrill, S., Marsh, C., & Coles, L. (2017). Facilitating children’s speech, language and communication development: An exploration of an embedded, service-based professional development program. Child Language Teaching and Therapy, 33(3), 223-240. doi: 10.1177/ 0265659 017702205.
  • Cotrena, Ch., Branco, L. D., Cardoso, C. O., Wong, C. E., & Fonseca, R. P. (2015). The Predictive Impact of Biological and Sociocultural Factors on Executive Processing: The Role of Age, Education, and Frequency of Reading and Writing Habits. Applied Neuropsychology: Adult, 23(2), 75-84. doi: 10.1080/23279095.2015.1012760
  • Del Moral-Pérez, M. E., Villalustre, L., & Neira, M. R. (2016). Relatos digitales: activando las competencias comunicativa, narrativa y digital en la formación inicial del profesorado. Ocnos-Revista de Estudios sobre Lectura, 15, 22-41.
  • Elder, C., McNamara, T., Kim, H., Pill, J., & Sato, T. (2017). Interrogating the construct of communicative competence in language assessment contexts: What the non-language specialist can tell us. Language y Communication, 57, 14-21. https://doi.org/10.1016/j.langcom.2016.12.005.
  • Emerick, M. R. (2019). Explicit teaching and authenticity in L2 listening instruction: University language teachers’ beliefs. System, 80, 107-119. doi: 10.1016/j.systems.2018.11004.
  • Fantini, A. E. (2020). Reconceptualizing intercultural communicative competence: A multinational perspective. Research in Comparative and International Education, 15(1), 52-61. doi: 10.1177/1745499920901948
  • Farfán, G., Villafuerte, J., Romero, A., & Intriago, E. (2017). Tecnologías de apoyo para el fortalecimiento de las destrezas comunicativas en lenguas extranjeras estudio de caso: filmes cortos producidos por futuros docentes de inglés. Revista de tecnología educativa Pixelbits, 51, 183-195. doi: 10.12795/ pixelbit.2017.i51.12.
  • Fink, A. (2005). Conducting literature research reviews: from the Internet to paper. Sage.
  • García-Martínez, I., & Martín-Romera, A. (2019). Potenciando la coordinación pedagógica a través del liderazgo de los mandos medios en educación secundaria. Revisión sistemática. Bordón, 71 (2), 55-70.
  • Golovanova, I. I., Telegina, N. V., Donetskaya, O. I., & Khammatova, R. S. (2020). Factors and barriers to the creation of an educational environment oriented on students’ subject-position in teacher training. Journal of Talent Development and Excellence, 12(3s), 199-211.
  • González de Dios, J., & Balaguer, A. (2007). Revisión sistemática y metanálisis (I): conceptos básicos. Evidencias pediátricas, 3 (4), 107.
  • Gràcia, M., Jarque, M. J., Astals, M., & Rouaz, K. (2019). La competencia comunicativa y lingüística en la formación inicial de maestros: un estudio piloto. Multidisciplinary Journal of School Education 16(2), 103-125.
  • 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), 115-136. doi: 10.22201/iisue.20072872e.2020.30.591
  • Huang, X. (2018). Improving communicative competence through synchronous communication in computer-supported collaborative learning environments: A systematic review. Education Sciences, 8(1), 15.
  • Hürsen, Ç., Özçınar, Z., Özdamlı, F., & Uzunboylu, H. (2011). The communicative competences of students and teachers in different levels of education in North Cyprus. Asia Pacific Education Review, 12(1), 59-66. doi:10.1007/s12564-010-9120-2.
  • Jerez Yanez, O., Orsini Sanchez, C., & Hasbun Held, B. (2016). Atributos de una docencia de calidad en la educación superior: una revisión sistemática. Estudios pedagógicos, 42(3), 483-506. doi: 10.4067/S0718-07052016000400026
  • Khan, A., Khan, S., Zia-Ul-Islam, S., & Khan, M. (2017). Communication Skills of a Teacher and Its Role in the Development of the Students’ Academic Success. Journal of Education and Practice, 8(1), 18-21.
  • König, J., Bremerich-Vos, A., Buchholtz, C., Fladung, I., & Glutsch, N. (2020). Pre–service teachers’ generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education. European Journal of Teacher Education, 43(2), 131-150. doi: 10.1080/02619768.2019.1679115
  • Korniyaka, O. (2018). Features of University Teachers’ Communicative-Speaking Competence. Psycholinguistics, 24(1), 183-206. doi:10.31470/2309-1797-2018-24-1-183-206.
  • Maiier, N., & Ustymenko, O. (2018). Modern methods and technologies for developing pre-service foreign language and culture teachers’ methodological competence. Advanced Education, 5(10), 12-20.
  • Maslieva, Y. S., Osadchaya, I. Y., Delvig, N. A., & Vdovina, N. V. (2018). Approaches to future teachers’ professional training to the organization of a foreign language assessment at primary schools. Journal of Social Sciences Research, special issue, (1), 148-153.
  • Mei, B., Brown, G. T., & Teo, T. (2018). Toward an understanding of preservice English as a Foreign Language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research, 56 (1), 74-104. doi: 10.1177/0735633117700144.
  • Mishra, S. K., & Mishra, P. (2020). Functional Aspects of Communication Skills for Professional Empowerment. Journal of English Language and Literature (JOELL), 7(1), 79-85. doi: 10.333329/joell.7.1.79
  • Mohamed-Fauzi, S., & Raja-Hussain, R. M. (2016). Designing Instruction for Active and Reflective Learners in the Flipped Classroom. Malaysian Journal of Learning and Instruction, 13 (2), 147-173.
  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of internal medicine, 151(4), 264-269. Recuperado de http://ae.fl.kpi.ua/article/view/133090.
  • Monarca, H., & Rappoport, S. (2013). Investigación sobre los procesos de cambio educativo: el caso de las competencias básicas en España. Revista de educación, (nº extraordinario), 54-78. Recuperado de https://repositorio. uam.es/ handle/10486/662797.
  • Munezane, Y. (2019). A new model of intercultural communicative competence: bridging language classrooms and intercultural communicative contexts. Studies in Higher Education, 1-18. doi: 10.1080/03075079.2019.1698537
  • Murray, N., & McConachy, T. (2018). “Participation” in the internationalized higher education classroom: An academic staff perspective. Journal of International and Intercultural Communication, 11 (3), 254-270. doi: 10.1080/17513057.2018.1459789.
  • Neira-Piñeiro, M., Sierra-Arizmendiarrieta, B., & Pérez-Ferra, M. (2018). La competencia comunicativa en el Grado de Maestro/a en Educación Infantil y Primaria. Una propuesta de criterios de desempeño como referencia-marco para su análisis y evaluación. Revista Complutense de Educación, 29 (3), 881-898. doi: 10.5209/RCED.54145.
  • Pérez-Ferra, M. (Coord.). (2019). Evaluación y desarrollo de las competencias comunicativa y digital en estudiantes del grado de maestro. Graó.
  • Pérez-Ferra, M., Quijano-López, R., & Ocaña-Moral, Mª T. (2013). El profesorado universitario ante el Espacio Europeo de Educación Superior. Dos años después. Educatio Siglo XXI. 31 (2). 235-254.
  • Pérez-Lisboa, S. R. (2014). Competencias lingüísticas de docentes de párvulos. Un análisis del discurso conversacional de profesionales de la Junta Nacional de Jardines Infantiles. Revista Electrónica Educare, 18 (1), 177-192. doi:10.15355/ree.18-1.8.
  • Purvis, C. J., McNeill, B. C., & Everatt, J. (2016). Enhancing the metalinguistic abilities of pre-service teachers via coursework targeting language structure knowledge. Annals of dyslexia, 66 (1), 55-70. doi: 10.1007/s11881-015-0108-9.
  • Ramos, G., Chiva, I., & Gómez, M. B. (2017). Las competencias básicas en la nueva generación de estudiantes universitarios: Una experiencia de Innovación. REDU. Revista de Docencia Universitaria, 15 (1), 37-55. doi: 10.3916/C52-2017-07.
  • Romero-Martín, M. R., Castejón-Oliva, F. J., López-Pastor, V. M., & Fraile-Aranda, A. (2017). Evaluación formativa, competencias comunicativas y TIC en la formación del profesorado. Comunicar: Revista Científica de Comunicación y Educación, 52 (25), 73-82. doi: 10.3916/C52-2017-07.
  • Sadenova, A. E., Orazakynkyzy, F., Anuar, S., & Yesbulatova, R. (2017). Using innovative technologies in project method of teaching foreign language. Revista espacios, 38 (25), 1.
  • Salavera-Bordás, C., & Antoñanzas, J. L. (2011). Las habilidades de comunicación como elemento de innovación educativa: estrategias de aprendizaje. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 12 (2), 280-299.
  • Santamarina-Sancho, M., & Núñez-Delgado, P. (2018). Formación sobre didáctica de la lengua oral de los docentes de educación infantil españoles: Un estudio comparativo. Profesorado, Revista de Currículum y Formación del Profesorado, 22 (1), 177-196.
  • Schaefer, V., & Warhol, T. (2019). There ain’t no doubt about it: Teaching EAL learners to recognize variation and switch/shift between varieties and registers is crucial to communicative competence. TESOL Journal. doi: 10.1002/tesj.504.
  • Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: The knowledge and self-rated ability of Australian teachers. Annals of dyslexia, 66 (1), 28-54. doi: 10.1007/s11881-016-0130-6.
  • Tao, J., Zheng, C., Lu, Z., Liang, J. C., & Tsai, C. C. (2020). Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation. Australasian Journal of Educational Technology, 36(2), 105-119. doi: 10.14742/ajet.4844.
  • Toropova, N. V., Sharafeeva, A. F., & Semenovna, V. H. (2016). Development of the students’cross-language communication competence in the federal university educational space based on the regional cultural approach. Turkish online journal of design art and communication, 6, 2383-2390. doi: 10.7456/1060NVSE/033.
  • Van der Veen, C., Van der Wilt, F., Van Kruistum, C., Van Oers, B., & Michaels, S. (2017). MODEL 2 TALK: An Intervention to Promote Productive Classroom Talk. The Reading Teacher, 70 (6), 689-700. doi: 10.1002/ trtr.1573.
  • Van Niejenhuis, C., Huitsing, G., & Veenstra, R. (2020). Working with parents to counteract bullying: A randomized controlled trial of an intervention to improve parent‐school cooperation. Scandinavian journal of psychology, 61(1), 117-131.
  • Vázquez-Cano, E. (2013). Microblogging con Edmodo para el desarrollo de las competencias básicas del alumnado de enseñanza secundaria. Un estudio de caso. Educatio Siglo XXI, 31 (1), 313-334.
  • Villalustre-Martínez, L. V., & Del Moral-Pérez, M. E. (2015). Gamificación: Estrategia para optimizar el proceso de aprendizaje y la adquisición de competencias en contextos universitarios. Digital Education Review, (27), 13-31. doi:10.1344/der.2015.27.13-31.
La source de données: Dialnet