The role of communication competence in self-study based on the narratives of pedagogy students undergoing teacher training. Scientific reflections of a practitioner

Abstract

The aim of the article is to present a small fragment of research consisting of the analysis of statements of pedagogical students at a university in terms of what importance they give to communication competences in their education. The author looks at these statements while evaluating her classes in subjects dedicated to the development of communication competences. As part of the study, she used a list of open and in-depth questions and presented students’ answers according to the previously prepared criteria differentiating two models of teacher education: dialogue and technology, and in them the role of communicative competences. It turned out that both perspectives are present in the students’ statements. That is, there are those who reduce the development of competences to recreating activities and thus achieving high communication efficiency. As well as those who associate communication competences with the need to reflect on action, understand oneself and others. For one who is both an academic teacher and researcher, the result of this project is to turn an understanding of communicative competences into a theoretical perspective of examining one’s academic practice.