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Analysis of prospective teachers’ opinions on linguistic communication competence: A comparative view

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Title: Analysis of prospective teachers’ opinions on linguistic communication competence: A comparative view
Authors: Antonio Luque de la Rosa, Rafaela Gutiérrez Cáceres, Inmaculada García Martínez, Alejandro Vargas Serrano
Source: South African Journal of Education; Vol. 45 No. 1 (2025); 1-11
riUAL. Repositorio Institucional de la Universidad de Almería
Universidad de Almería
Digibug. Repositorio Institucional de la Universidad de Granada
Universidad de Granada (UGR)
Publisher Information: Education Association of South Africa, 2025.
Publication Year: 2025
Subject Terms: attention to diversity, inguistic communication, eaching attitude, initial training, Linguistic communication, basic competencies, teaching attitude
Description: In recent decades we have witnessed the progressive implementation of a culture of inclusion making it is essential to provide teachers with training in generic and specific competencies, being the reinforcement of attitudes and views regarding attention to diversity that will be fundamental to ensure the effective implementation of this educational model. Although the study of teachers’ views regarding inclusive education has been the subject of much research, we did not find an extensive wide repertoire concerning the opinions of university students on educative attention to specific educational support needs centred in the field of competence in linguistic communication. Thus, with this study we aimed to analyse the opinions of trainee teachers on the development of this key competence in primary education and their training at university. For this, 2 university realities in different international contexts were compared through a mixed descriptive categorical analysis. The main conclusions are that, although there is a consensus about the importance of developing linguistic communication competence, there are considerable differences between the 2 contexts in terms of attention to diversity, teacher education and training, and the provision of resources for its promotion in the classroom.
Document Type: Article
File Description: application/pdf
ISSN: 2076-3433
0256-0100
DOI: 10.15700/saje.v45n1a2445
DOI: 10.5281/zenodo.16743137
DOI: 10.5281/zenodo.16743136
Access URL: https://www.ajol.info/index.php/saje/article/view/292156
http://hdl.handle.net/10835/19731
https://hdl.handle.net/10481/104796
Rights: CC BY NC ND
URL: https://sajournalofeducation.co.za/index.php/saje/about/editorialPolicies#custom0
Accession Number: edsair.doi.dedup.....6f578a62eee48a484109a17d90da992d
Database: OpenAIRE
Description
Abstract:In recent decades we have witnessed the progressive implementation of a culture of inclusion making it is essential to provide teachers with training in generic and specific competencies, being the reinforcement of attitudes and views regarding attention to diversity that will be fundamental to ensure the effective implementation of this educational model. Although the study of teachers’ views regarding inclusive education has been the subject of much research, we did not find an extensive wide repertoire concerning the opinions of university students on educative attention to specific educational support needs centred in the field of competence in linguistic communication. Thus, with this study we aimed to analyse the opinions of trainee teachers on the development of this key competence in primary education and their training at university. For this, 2 university realities in different international contexts were compared through a mixed descriptive categorical analysis. The main conclusions are that, although there is a consensus about the importance of developing linguistic communication competence, there are considerable differences between the 2 contexts in terms of attention to diversity, teacher education and training, and the provision of resources for its promotion in the classroom.
ISSN:20763433
02560100
DOI:10.15700/saje.v45n1a2445