The communication skills of future teachers during their initial training Rodríguez Fuentes, Antonio Vicente Ayllón Blanco, María Fernanda Gallego Ortega, José Luis Gómez Pérez, Isabel Angustias Communication skills Educational communication Initial teacher training Teaching-related communication Teaching skills Competencia comunicativa Formación inicial del profesorado Comunicación docente Competencias docentes Communication skills are considered vital in order to work as a professional teacher. This study evaluates the communication skills of students in teaching programs at two public universities of Spain. We developed a questionnaire based on consolidated theoretical knowledge in the field of educational communication: a) skills as a transmitter, b) skills as a receiver, c) skills as a classroom teacher, d) skills as a participant in meetings, and e) skills as a tutor; and gave it to 670 students who were in their first (start of their degree), second (middle of their degree) and third years (about to graduate) of a teaching degree in the academic year 2013/2014, so that the data reflected the participants' levels of experience. Through the use of cross-cutting research methods we obtained the data and performed quantitative analyses of a descriptive nature. The results revealed a certain inadequacy in the acquisition and development of teaching-related communication skills, which was more pronounced in supposedly "classical" areas of communication: transmission and reception than in others: classroom communication, meeting participation and tutorial conversation, despite the fact that more progress is made in the former areas over time. We discuss these data and offer guidelines for specific training. Las competencias comunicativas se consideran imprescindibles para el desempeño profesional docente. En este estudio se valora el grado de dominio que poseen estudiantes de Magisterio de dos universidades públicas españolas, con motivo de apreciar su desarrollo. Para ello, se empleó un cuestionario cuyas dimensiones derivan del conocimiento teórico consolidado en el campo de la comunicación educativa: a) competencia como emisor; b) competencia como receptor, c) competencia como comunicador en el aula, d) competencia comunicativa como participante en reuniones, e) competencia como tutor; y se aplicó a 670 estudiantes de primero, segundo y tercer nivel de la carrera de Magisterio durante el curso académico 2012/14. Mediante un diseño transversal de investigación, se obtuvieron los datos y se realizaron análisis cuantitativos de tipo descriptivo. Los resultados arrojan cierta timidez en la adquisición y desarrollo de las habilidades comunicativas docentes, más acusada en las dimensiones supuestamente clásicas del acto comunicativo (emisor y receptor) que en otras (comunicador en el aula, participante en reuniones y conversador en tutorías), pese a que son en las primeras en las que más se progresa con el transcurso de los años. Se discuten estos datos y se proporcionan orientaciones para una formación específica en educomunicación. 2017-03-01T08:02:04Z 2017-03-01T08:02:04Z 2017-02 info:eu-repo/semantics/article Rodríguez Fuentes, A., Ayllón Blanco, M. F., Gallego Ortega, J. L., & Gómez Pérez, I. A. (2017). The communication skills of future teachers during their initial training. Multidisciplinary Journal of Educational Research, 7(1), 88-118. doi:10.17583/remie.2017.2200. [http://hdl.handle.net/10481/45090] 2014-2862 http://hdl.handle.net/10481/45090 10.17583/remie.2017.2200 eng REMIE 7;(1) http://creativecommons.org/licenses/by-nc-nd/3.0/ info:eu-repo/semantics/openAccess Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License REMIE - Multidisciplinary Journal of Educational Research