Abstract:

In this paper we present the results of a qualitative phenomenological-hermeneutical study with intersubjective triangulation of researchers and triangulation by subject verification. Based on the problem question: How have the teachers perceived, and what does it mean for them, the transversal inclusion of communicative competences in engineering disciplinary classes?,The researchers give an account of the formation of a cycle that shows what is intended what happens in classroom research: the teacher researches, reflects, changes and researches again, forming a permanent learning-research cycle about his own performance. This new perspective leads the teacher to self-evaluate. Therefore, the teacher perceives the integral problem is trained to solve it and, in doing so, innovates in interpersonal communications and in the teaching methodology.

The study follows the evolution of a research group that has been working for five years on communication skills in engineering and the impact that their research has had on the teaching methodology of its members. To do this, raise the problem question: how have teachers perceived the transversal inclusion of communication skills in engineering classes, and what significance has it had for them?

Keywords:

Qualitative phenomenological-hermeneutical, communicative competences, engineering, SoTL, educational research cicle.