Descripción

The purpose of this article is to establish the incidence of pedagogical knowledge of teachers with the development of communicative skills in students of the Transition class belonging to the Institución Educativa Fray Plácido de Mocoa in 2022. A methodology based on the interpretive paradigm was developed, with a qualitative approach and hermeneutic phenomenology as the main method; the data collection techniques were the interview (four Transition teachers), focus group interview (four groups of parents), and participant observation (Transition students and teachers). Methodological triangulation was used in the analysis. The results of the study show that the teachers have a broad pedagogical knowledge linked to the context and the characteristics of the children; the use of didactic strategies (learning pillars) that develop communicative skills as well as cognitive processes such as attention, essential in the learning process, is highlighted. In conclusion, although the teacher’s pedagogical knowledge has a decisive influence on the development of the children’s communicative skills, it is essential to adapt the content and methods to their interests and the context.