Formación en competencias comunicativas de los maestros de educación infantil

Abstract

This article presents a descriptive research work from the modality called cross-sectional survey , using a quantitative instrument as is the (valid and relia­ble) questionnaire, which allows quick access to the subjects of the study sample. Sample is composed of a set of Primary School teachers (n = 75) who practice in schools located in Talavera de la Reina (Toledo, Spain) and its region. The aim of the research is to understand the perceptions of Primary School teachers about their proficiency in their disciplinary competences (communicative), and based on this knowledge, inform and describe areas of improvement in their initial (Grade) and continuing (during the exercise of their profession in schools) education. The results show an acceptable command of communicative competence. While this is so, there have been equal or less than 3 (out of a maximum of 4) average ratings, so we can conclude that this training has some areas for improvement, particularly with regards to the following communicative competences: a) First: Understanding the language development and designing teaching strategies tailored to the enrichment of communicative competences (21%), in which 5% of responses were recorded with a score of 2 (incompetence), b) Second: Understandingthe linguistic and educational foundations of language learning and assessing their development and communicative competence (49%), with a 21% of responses perceived as incompetent.