The Communicative styles of teacher educators in a teacher training college
DOI:
https://doi.org/10.55777/kfpskm46Keywords:
Communication styles, educational communication, Teacher Training, communicative practiceAbstract
This article presents some of the findings of a research project that aimed to analyze the relationship between communication styles and the creative abilities of teacher trainers in the complementary training program at the Escuela Normal Superior Antioqueña in Medellín. For the purpose of this article, the results corresponding to the communication styles will be presented. This research used a mixed-methodology approach; to identify communication styles, quantitative instruments such as the Norton and Brandenburg tests were used to collect the perceptions of the teachers in training and the teacher trainers' self-assessments regarding the communication styles used by their teachers. Qualitative instruments such as interviews, focus groups, and observation guides were also applied to complement considerations about the communicative act. As a relevant result, it can be noted that the identification of the communication styles of the teacher trainers (TF) in the complementary training program revealed clear communicative intentions and discourse adaptations to facilitate the understanding of the teachers in training (TF).
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