A Research Of Communicative Competences In Engineering Programs - Perspective From The Evolution Of Teachers

In this paper we present the results of a qualitative phenomenological-hermeneutical study with intersubjective triangulation of researchers and triangulation by subject verification. 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, the following problem question has been raised: how have teachers perceived the transversal inclusion of communication skills in engineering classes, and what significance has it had for them? The researchers give an account of the intended transformation cycle that results from classroom research: the professor researches, reflects, changes and then researches again, forming a permanent learning-research cycle regarding his own performance. This new standpoint leads the professor to introspect and self-evaluate. Therefore, the professor perceives the disciplinary problem he is trained to solve, from a comprehensive and more holistic perspective that also includes the socalled soft skills, and by doing so, he innovates in his own interpersonal communications skills and also his teaching methodology, thus transforming not only himself but also the classroom.