La competencia comunicativa y oral en la formación inicial de maestros

The teaching by competences in the university supposes new challenges. This study shows results of a study in which a teaching innovation is implemented in the initial training of teachers in relation to the development of communicative competence and oral language. The main objective is to identify the changes in the abilities of the students of two groups of the teacher's degree, one of the second year and another of the fourth year, when introducing a teaching innovation with the purpose of contributing to improve their oral communicative and linguistic competence. The evaluation instruments used are the Assessment scale of oral language in school context (EVALOE) (Gràcia et al., 2015) and a rubric related to the argumentative text, which includes 6 dimensions (interaction management, multimodality, prosody, coherence, textual cohesion, argumentation, lexicon). The results show the adequacy of these instruments as well as teaching innovation resources for the improvement of the oral competence of the students, as well as their evaluation. The students of the two class groups improve their communicative and argumentative competence in most dimensions, although there are differences between the groups, due, among other aspects, to the characteristics of the subjects and to the way each teacher implements the innovation.