Competencias comunicativas comportamentales: Propuesta de una matriz de observación para estudiantes de pedagogía en contexto de diversidad cultural
Competencias comunicativas comportamentales: Propuesta de una matriz de observación para estudiantes de pedagogía en contexto de diversidad cultural
Authors
Tapia Vidal, Alejandra
Authors
Date
2020
Datos de publicación:
Revista Electrónica Educare, Vol 24, N° 1, 1-18, 2020
Keywords
Competencias comunicativas comportamentales - Observación participante - Fiabilidad
Collections
Abstract
Las competencias comunicativas interculturales han sido analizadas profusamente durante 15 años; sin embargo, las herramientas desarrolladas para evaluar han sido autorreportes sobre dimensiones acotadas en competencias comunicativas afectivas y cognitivas. No obstante, la dimensión sobre competencias comunicativas comportamentales (CCC desde ahora en adelante) no han recibido especial atención, lo que se ha traducido en un vacío en el desarrollo de esta área. El objetivo de esta investigación es presentar la fiabilidad de un instrumento que permita describir y analizar las CCC de las personas practicantes de pedagogía en contexto de diversidad cultural desde el modelo teórico de Chen y Starosta (1996). Para el desarrollo de la metodología se diseñó un instrumento mediante un análisis teórico de las CCC. A su vez, se desarrolló un proceso de fiabilidad externa a través de juicio de personal experto, un análisis de fiabilidad interna mediante la aplicación de una matriz por sujetos interobservadores y se aplicó el instrumento en contexto real. Los resultados dan cuenta de un buen soporte teórico que sostiene las dimensiones comportamentales en relación con el uso de la voz, kinésica-gestualidad, proxémica y uso del espacio. Asimismo, se revelan indicadores aportados por el equipo experto que contribuyó para ajustar la matriz. De esta manera, el instrumento generado permite, a la persona investigadora, observar, registrar descriptivamente situaciones relacionadas con el lenguaje no verbal y paraverbal del sujeto participante desde un enfoque etnográfico. Finalmente, se analizaron las limitaciones y proyecciones del instrumento para explorar esta dimensión como primer insumo y desafío a profesionales de investigación.
Intercultural communicative competences have been analyzed profusely for 15 years, however, the greatest of the tools developed to evaluate have been self-reports on dimensions limited in affective and cognitive communication skills; nevertheless, the dimension on communicative behavioral competences (CCC from now on) has not received special attention, which has translated into a vacuum in the development of this area. The objective of this research is to present the reliability of an instrument that allows describing and analyzing the CCC of pedagogy practitioners in a cultural diversity context the theoretical model of Chen and Starosta (1996). For the development of the methodology, an instrument was designed through a theoretical analysis of CCC. In turn, an external reliability process was developed through expert judgment, an internal reliability analysis through the application of a matrix by interobservers and the instrument was applied in real context. The results show a good theoretical support that supports the behavioral dimensions in relation to the use of the voice, kinésica-gestualidad, proxemic and use of space. Likewise, indicators contributed by the interjueces that contributed to adjust the matrix are revealed. In this way, the generated instrument allows the researcher to observe, record descriptively, situations related to the nonverbal and paraverbal language of the participant from an ethnographic approach. Finally, the limitations and projections of the instrument were analyzed to explore this dimension as a first input and challenge to field researchers.
Intercultural communicative competences have been analyzed profusely for 15 years, however, the greatest of the tools developed to evaluate have been self-reports on dimensions limited in affective and cognitive communication skills; nevertheless, the dimension on communicative behavioral competences (CCC from now on) has not received special attention, which has translated into a vacuum in the development of this area. The objective of this research is to present the reliability of an instrument that allows describing and analyzing the CCC of pedagogy practitioners in a cultural diversity context the theoretical model of Chen and Starosta (1996). For the development of the methodology, an instrument was designed through a theoretical analysis of CCC. In turn, an external reliability process was developed through expert judgment, an internal reliability analysis through the application of a matrix by interobservers and the instrument was applied in real context. The results show a good theoretical support that supports the behavioral dimensions in relation to the use of the voice, kinésica-gestualidad, proxemic and use of space. Likewise, indicators contributed by the interjueces that contributed to adjust the matrix are revealed. In this way, the generated instrument allows the researcher to observe, record descriptively, situations related to the nonverbal and paraverbal language of the participant from an ethnographic approach. Finally, the limitations and projections of the instrument were analyzed to explore this dimension as a first input and challenge to field researchers.