Influencia de la escucha activa, la expresión oral, la lectura y la escritura en la práctica preprofesional docente

Edgar Tomas    Toledo-Arquiñego; Milagros Pilar    Gómez-Pérez; Genoveva     Espejo-Escalante; Regulo    Montoya-Cantoral; Carmen Laura     Quevedo-Arquiñego

doi:10.47606/ACVEN/PH0424

Authors

Edgar Tomas Toledo-Arquiñego Instituto de educación superior pedagógico público “PUQUIO” https://orcid.org/0000-0003-1820-4047
Milagros Pilar Gómez-Pérez Instituto de educación superior pedagógico público “PUQUIO” https://orcid.org/0009-0006-3886-7218
Genoveva Espejo-Escalante Instituto de educación superior pedagógico público “PUQUIO” https://orcid.org/0009-0003-5837-1744
Regulo Montoya-Cantoral Instituto de educación superior pedagógico público “PUQUIO” https://orcid.org/0009-0009-5618-9109
Carmen Laura Quevedo-Arquiñego Instituto de educación superior pedagógico público “PUQUIO” https://orcid.org/0009-0000-6196-1081

DOI:

https://doi.org/10.47606/ACVEN/PH0424

Keywords:

Teacher education, communicative competencies, pre-service teaching practice, systematic review

Abstract

Initial teacher education requires the development of communicative competencies that enable future educators to address complex and diverse educational contexts. Among these competencies, active listening, oral expression, academic reading, and reflective writing play a significant role in articulating theory and practice during pre-service teaching practice. However, the literature reveals persistent deficits and a fragmented approach to the development of these competencies. A systematic literature review was conducted following the PRISMA protocol. High-impact academic databases (Scopus, Web of Science, ERIC, SciELO, and Google Scholar) were consulted, selecting peer-reviewed articles published between 2015 and 2025. The final corpus consisted of 20 studies employing qualitative, quantitative, and mixed methods approaches, which were analyzed through thematic categorization and comparative synthesis. The findings indicate that communicative competencies function as structural conditions for performance in pre-service teaching practice. Active listening and oral expression are associated with pedagogical mediation and classroom management, while academic reading and reflective writing support informed decision-making and the construction of professional knowledge. Gaps were identified related to curricular fragmentation, evaluative heterogeneity, and the predominance of self-report measures. The review confirms the need for integrated training approaches that articulate communicative competencies as a functional system of teaching performance, particularly in Latin American higher education.

Downloads

Download data is not yet available.

References

Almutawa, H., & Alfahid, M. (2024). Reflective Journal Writing: EFL Pre-Service Teachers’ Perceptions during Practicum. Language Teaching Research Quarterly, 45, 140-156. https://doi.org/10.32038/ltrq.2024.45.08 DOI: https://doi.org/10.32038/ltrq.2024.45.08

Altuna, J., Cruz, E., Aierbe, A., Madinabeitia, A., & Marko, I. (2021). Estudio de los espacios profesionales actuales de la Pedagogía: La voz del alumnado y de los profesionales. Teoría de la Educación. Revista Interuniversitaria, 33(2), 195-215. https://doi.org/10.14201/teri.23714 DOI: https://doi.org/10.14201/teri.23714

Brunker, N. (2025). Developing pre-service teachers’ critically reflective practice through a writing scaffold of sequenced vignettes. Teaching Education. https://www.tandfonline.com/doi/abs/10.1080/10476210.2025.2536829 DOI: https://doi.org/10.1080/10476210.2025.2536829

Castillo-Martínez, I., & Ramírez-Montoya, M. (2021). Research Competencies to Develop Academic Reading and Writing: A Systematic Literature Review. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.576961 DOI: https://doi.org/10.3389/feduc.2020.576961

Castro-Pérez, R. (2025). La identidad profesional del docente en la era de la inteligencia artificial: Desafíos y resignificaciones en el contexto latinoamericano. Desde el Sur, 17(2), e0018-e0018. https://doi.org/10.21142/DES-1702-2025-0018 DOI: https://doi.org/10.21142/DES-1702-2025-0018

Chen, M., Zhang, W., & Zheng, Q. (2023). Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1190312 DOI: https://doi.org/10.3389/fpsyg.2023.1190312

Contreras, O., González-Martí, I., & Gil-Madrona, P. (2019). La dificultad de la implementación de una enseñanza por competencias en España. Education Policy Analysis Archives, 27, 121-121. https://doi.org/10.14507/epaa.27.4053 DOI: https://doi.org/10.14507/epaa.27.4053

Díez, A., Güemes, L., & Molina, M. (2018). Preconceptos y enseñanza de la escritura y la lectura en la formación inicial de los estudiantes de Magisterio. Investigaciones Sobre Lectura, 9. https://doi.org/10.24310/revistaisl.vi9.11102 DOI: https://doi.org/10.24310/revistaisl.vi9.11102

Dutra, M., Batista, E., & Therrien, J. (2019). A ESCRITA COMO ATO REFLEXIVO: O ensaio como dispositivo pedagógico na formação docente. Cadernos de Pesquisa, 9-28. https://doi.org/10.18764/2178-2229.v26n2p9-28 DOI: https://doi.org/10.18764/2178-2229.v26n2p9-28

Ferrada, D., & Del Pino, M. (2020). Communicative competences required in initial teacher training for primary school teachers of Spanish language in contexts of linguistic diversity. International Multilingual Research Journal, 14(1), 76-92. https://doi.org/10.1080/19313152.2019.1653156 DOI: https://doi.org/10.1080/19313152.2019.1653156

García, R., Meneses, A., Veas, M., Alvares, D., Arriagada, S., & Nussbaum, M. (2025). The role of core practices, critical thinking and communication skills in the development of teacher adaptive expertise. Technology, Pedagogy and Education. https://www.tandfonline.com/doi/abs/10.1080/1475939X.2025.2553581 DOI: https://doi.org/10.1080/1475939X.2025.2553581

García, V. M., Méndez, V. G., & Chacón, J. P. (2023). Formación y competencia digital del profesorado de Educación Secundaria en España. Texto Livre, 16, e44851. https://doi.org/10.1590/1983-3652.2023.44851 DOI: https://doi.org/10.1590/1983-3652.2023.44851

Giraldo-Gaviria, D. M. (2023). El prisma de la escritura académica: La producción textual en el contexto de la profesionalización docente. Sophia, 19(1). https://doi.org/10.18634/sophiaj.19v.1i.1202 DOI: https://doi.org/10.18634/sophiaj.19v.1i.1202

Gràcia, M., Galván-Bovaira, M. J., & Sánchez-Cano, M. (2017). Análisis de las líneas de investigación y actuación en la enseñanza y el aprendizaje del lenguaje oral en contexto escolar. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics, 30(1), 188-209. https://doi.org/10.1075/resla.30.1.08gra DOI: https://doi.org/10.1075/resla.30.1.08gra

Jaca, C., & Javines, F. (2020). Oral Communication Needs of Pre-Service Teachers in Practice Teaching. Randwick International of Education and Linguistics Science Journal, 1(1), 67-73. https://doi.org/10.47175/rielsj.v1i1.31 DOI: https://doi.org/10.47175/rielsj.v1i1.31

Jiménez, M., Vásquez, G., Fuentes, S., Perea, I., Gómez, U., Campo, S., Daza, M., Villamizar, A., & Ruiz, O. (2024). Emotional Intelligence and Oral Expression in Pedagogical Practices: A Systematic Literature Review. Journal of Posthumanism, 4(1), 99-106. https://doi.org/10.63332/joph.v4i1.2331 DOI: https://doi.org/10.63332/joph.v4i1.2331

Latva-aho, J., Näykki, P., Pyykkönen, S., Laitinen-Väänänen, S., Hirsto, L., & Veermans, M. (2024). Pre-service teachers’ ways of understanding, observing, and supporting self-regulated learning. Teaching and Teacher Education, 149, 104719. https://doi.org/10.1016/j.tate.2024.104719 DOI: https://doi.org/10.1016/j.tate.2024.104719

Martel, J., & Jourdenais, R. (2025). Practicum in Language Teacher Education. En Handbook of Language Teacher Education (pp. 329-350). Springer, Cham. https://doi.org/10.1007/978-3-031-47310-4_13 DOI: https://doi.org/10.1007/978-3-031-47310-4_13

Medeiros, F. (2020). DIMENSÃO SOCIOPROFISSIONAL DA FORMAÇÃO DOCENTE: APORTES TEÓRICOS E PROPOSIÇÕES. Cadernos de Pesquisa, 50, 294-315. https://doi.org/10.1590/198053146796 DOI: https://doi.org/10.1590/198053146796

Morales, I., Deyanira, M., & Doria, R. (2024). Programa Interdisciplinar de Reflexión, Formación, Acción para la Enseñanza de la Lectura Crítica. Qualitative Research in Education, 13(3), 165-182. https://doi.org/10.17583/qre.10461 DOI: https://doi.org/10.17583/qre.10461

Norambuena, S. P., Aburto, R., Poblete-Valderrama, F., & Aguayo, O. (2022). La escuela como espacio para convertirse en profesor: Experiencias de docentes de Educación Física en formación (The school as a space to become a teacher: Experiences of Physical Education teachers in training). Retos, 43, 27-35. https://doi.org/10.47197/retos.v43i0.88345 DOI: https://doi.org/10.47197/retos.v43i0.88345

Pino, M., & Goenechea, C. (2020). Literacidad crítica y medios de comunicación: El profesorado en formación ante el discurso del odio. Investigaciones Sobre Lectura, 14, 181-212. https://doi.org/10.24310/isl.vi14.12239 DOI: https://doi.org/10.24310/isl.vi14.12239

Ponce, A., & Gómez, M. (2022). Dificultades y Propuestas para el Maestro Ideal del Siglo XXI: Un Modelo desde la Teoría Fundamentada. Qualitative Research in Education, 11(1), 01-28. https://doi.org/10.17583/qre.8865 DOI: https://doi.org/10.17583/qre.8865

Punongbayan, E., Andino, R., Atienza, H., & Baral, V. (2025). Communication Skills and Challenges of Pre-Service Teachers: A Basis for Developing a Communication Skills Enhancement Module. International Journal of Research and Innovation in Social Science, IX, 3201-3210. https://doi.org/10.47772/IJRISS.2025.906000235 DOI: https://doi.org/10.47772/IJRISS.2025.906000235

Reiban, D., Fajardo, I., Saldaña, P., & Cando, J. (2024). Pre-service Teaching Practicum in Ecuador: An Assessment from the Educational Actors’ Perspective. International Journal of Learning, Teaching and Educational Research, 23(8). https://ijlter.org/index.php/ijlter/article/view/10890 DOI: https://doi.org/10.26803/ijlter.23.8.13

Risan, M., & Shavard, G. (2025). A systematic scoping review of empirical research on assessment practices in initial teacher education. International Journal of Educational Research, 133, 102753. https://doi.org/10.1016/j.ijer.2025.102753 DOI: https://doi.org/10.1016/j.ijer.2025.102753

Sánchez-Tarazaga, L., & Manso, J. (2022). Las competencias del profesorado de educación secundaria en España: Evolución del perfil docente en la formación inicial. Education Policy Analysis Archives, 30, (8)-(8). https://doi.org/10.14507/epaa.30.5831 DOI: https://doi.org/10.14507/epaa.30.5831

Sologuren, E., & Castillo, M. (2020). Lectura en y a través de las disciplinas: La comprensión de géneros académicos escritos. Una exploración al ámbito desde algunas teorías y modelos de comprensión del discurso escrito. Investigaciones Sobre Lectura, 14, 42-74. https://doi.org/10.24310/isl.vi14.12233 DOI: https://doi.org/10.24310/isl.vi14.12233

Tardif, M., & Nunez, J. (2018). La noción de “profesional reflexivo” en educación: Actualidad, usos y límites. Cadernos de Pesquisa, 48, 388-411. https://doi.org/10.1590/198053145271 DOI: https://doi.org/10.1590/198053145271

Zhang, C., Schießl, J., Plößl, L., Hofmann, F., & Gläser-Zikuda, M. (2023). Evaluating Reflective Writing in Pre-Service Teachers: The Potential of a Mixed-Methods Approach. Education Sciences, 13(12), 1213. https://doi.org/10.3390/educsci13121213 DOI: https://doi.org/10.3390/educsci13121213