Enhancing Student Communication Skills through Inductive Teaching
Keywords:
Inductive Teaching, Communication Competencies, Constructivism, Student OverconfidenceAbstract
Global literature and national industry reports consistently highlight deficiencies in the professional communication skills of college graduates. Despite employers stressing the need to improve these skills in future specialists, students often perceive themselves as proficient in this area. This study, grounded in constructivism, examined the gap between student perceptions and actual proficiency levels in professional communication skills and proposes the use of the inductive teaching methodology to address it. The effectiveness of the proposed methodology was assessed using a combination of quantitative and qualitative analyses. The findings confirm that inductive teaching methodology can be effective in revealing student misconceptions about their proficiency in communication skills and promoting the development of these skills. They offer valuable insight into how professional communication competencies develop in learners under different teaching interventions and suggest practical recommendations to enhance current pedagogical practices to support the acquisition of professional skills in students.
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