Theory and Practice in the Curriculum

Theory and Practice in the Curriculum

Representation of Primary School Teachers’ Perceptions of the Components and Indicators of Communicative Competence in the Teaching-Learning Process

Document Type : Original Article

Authors
Hasti فرخ پور 1
Mohammad Javadipour 2
Keyvan Salehi 2
Behrouz Azad Doulabi 3
1 University of Tehran
2 Associate Professor, Faculty of Psychology and Education, University of Tehran, Iran
3 Ph.D. Student Curriculum studies, Faculty of Psychology and Education, University of Tehran, Iran
10.22034/cstp.2025.539474.1090
Abstract
The present study aimed to represent primary school teachers’ perceptions of communicative competence within the teaching-learning process. A qualitative approach based on descriptive phenomenology was employed. The research field included all primary school teachers working in Pakdasht County, Tehran Province. The sampling strategy combined convenience and snowball sampling. Data were collected through semi-structured interviews, with a total of fifteen primary school teachers interviewed. The findings revealed five main components: (1) specialized communicative skills in the teaching-learning process, (2) fostering self-confidence, (3) instilling a sense of value, (4) impactfulness, and (5) emotional skills in the teaching-learning process. These findings suggest that teachers' communicative competence, as a dynamic and multidimensional construct, consists of an integrated and interwoven set of components that gain meaning within specific cultural and social educational contexts. The results underscore the importance of localization and the need to pay particular attention to the cultural-social dimension in developing communicative competence models.
Keywords
Primary school teachers
components
indicators
communicative competence
teaching-learning process

Subjects