Explaining, an essential cognitive-linguistic skill for pedagogicaldevelopment in teacher training
DOI:
https://doi.org/10.15359/ree.29-1.18641Keywords:
Effective communication, teacher training, explaining, cognitive skills, SDG 4, quality educationAbstract
Purpose. To reflect on the ability to explain as an essential cognitive-linguistic competency for strengthening the pedagogical skills of preservice teachers. At the same time, it focuses attention on its implications for the strengthening of communicative exchanges. Discussion. Since their university training, teachers gradually acquire the key skills to perform in diverse educational contexts, reinforcing the skills inherent to their educational work. A skill linked to the teaching role is explaining, which not only allows the transmission of knowledge effectively but also encourages meaningful interaction with the student body, making possible systematic feedback and the establishment of lasting learning. In this sense, the ability is consolidated as a primary tool in the teaching-learning process since it contributes to responding to the training needs of teachers and the challenges that today’s society imposes. Conclusions. The ability to explain fosters a bidirectional dynamic between the role of educator in training and that of educator. Its implementation in the classroom allows: the exchange of knowledge and experiences between teacher and student; mutual understanding; dialogic relationships and effective communication; a context of collaboration and commitment to learning; strengthening the relationship between the sender and the receiver; instances for effective feedback, and, especially, mutual learning, which favors decision-making and continuous improvement of the process.
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