Exploring the Significance of the Communication Skills Module on Student Teacher Professional Development
DOI:
https://doi.org/10.51454/jet.v7i1.716Keywords:
communication skills, multilingual education, professional development, South Africa, student teachers, teacher educationAbstract
Effective communication skills are fundamental to teacher professionalism, directly influencing pedagogy, classroom dynamics, and collaborative practice. Within South Africa’s diverse, multilingual educational setting, dedicated communication training is critical. This study investigated the significance of the Communication Skills Module (CSM) in shaping student teachers' professional development, utilizing Bandura's Social Learning Theory and Habermas's Theory of Communicative Action as theoretical lenses. A qualitative case study design was employed, and thematic analysis was conducted on interview responses from student teachers at a South African university. Key findings revealed five critical dimensions where the CSM impacts teaching: effective lesson delivery, relationship-building, adaptability to diversity, fostering student engagement, and enhancing professional confidence. Participants consistently emphasized communication as an indispensable pedagogical tool and a core professional competency. The CSM bridges theoretical knowledge with practical classroom application in complex environments. This study provides empirical evidence of communication's multifaceted role and recommends integrating comprehensive, culturally responsive communication training into all teacher education curricula.
Downloads
References
AbdulRab, H. (2023). Teacher professional development in the 21st century. African Journal of Education and Practice, 9(4), 39–50. https://doi.org/10.47604/ajep.2237
Andersson, K., Sandgren, O., Rosqvist, I., Lyberg Åhlander, V., Hansson, K., & Sahlén, B. (2022). Enhancing teachers’ classroom communication skills–Measuring the effect of a continued professional development programme for mainstream school teachers. Child Language Teaching and Therapy, 38(2), 166–179. https://doi.org/10.1177/02656590211070997
Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1, pp. 141–154). Prentice Hall.
Çam, Ş. S., & Koç, G. (2024). Professional development program to develop teacher educators’ technological pedagogical content knowledge. SAGE Open, 14(2). https://doi.org/10.1177/21582440241242841
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Darling-Hammond, L., Cantor, P., Hernández, L. E., Theokas, C., Schachner, A., Tijerina, E., & Plasencia, S. (2021). Design Principles for Schools: Putting the Science of Learning and Development into Action. Learning Policy Institute.
Dawadi, S. (2020). Thematic analysis approach: A step-by-step guide for ELT research practitioners. Journal of NELTA, 25(1–2), 62–71.
Debasu, H., & Yitayew, A. (2024). Examining elements of designing and managing inclusive learning environments: Systematic literature review. International Journal of Special Education, 39(1), 33–43. https://doi.org/10.52291/ijse.2024.39.4
Diko, M., & Celliers, A. (2024). Revisiting the challenges of teaching and learning indigenous South African languages. Forum for Linguistic Studies, 6(4), 254–267. http://dx.doi.org/10.30564/fls.v6i4.6835
Florence, A., Olubunmi, A., & Esther, J. (2022). Communication skills and their influence on teacher effectiveness. Universal Journal of Educational Research, 10(3), 240–245. https://doi.org/10.13189/ujer.2022.100306
Fredericks, B., & Alexander, G. (2021). A framework for improved classroom communication in the South African schooling context. Heliyon, 7(3). https://doi.org/10.1016/j.heliyon.2021.e06382
Habermas, J. (1984). The theory of communicative action (T. McCarthy, Trans.). Heinemann.
Khuman, P. (2024). The impact of non-verbal communication in teaching: Enhancing educational effectiveness. A Global Journal of Humanities, 7, 89. https://www.gapbodhitaru.org/
Lim, W. M. (2025). What is qualitative research? An overview and guidelines. Australasian Marketing Journal, 33(2), 199–229. https://doi.org/10.1177/14413582241264619
Luo, Z., & Li, H. (2024). Competence, preparation, and relaxation: Contributing factors to EFL student teachers' self-efficacy and teaching performance in microteaching training. Heliyon, 10(4).
Mahdi, S. (2023). Effective communication in learning: Teacher strategies and their impact on student learning outcomes. International Journal of Linguistics, Communication, and Broadcasting, 1(4), 26–30. http://dx.doi.org/10.46336/ijlcb.v1i4.26
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Mokikwa, H., & Mokhele-Ramulumo, M. (2024). Navigating language diversity in multilingual STEM classrooms: Strategies for inclusive education. International Education Trend Issues, 2(2), 92–106. https://doi.org/10.56442/ieti.v2i2.421
Monib, W., Qazi, A., & Apong, R. (2025). Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes. Heliyon, 11(2).
Omodan, B. (2022). A model for selecting theoretical framework through epistemology of research paradigms. African Journal of Inter/Multidisciplinary Studies, 4(1), 275–285.
Remacle, A., Bouchard, S., & Morsomme, D. (2023). Can teaching simulations in a virtual classroom help trainee teachers to develop oral communication skills and self-efficacy? A randomized controlled trial. Computers & Education, 200, Article 104808. https://doi.org/10.1016/j.compedu.2023.104808
Sithole, V., & Mbukanma, I. (2024). Prospects and challenges to ICT adoption in teaching and learning at rural South African universities: A systematic review. Research in Social Sciences and Technology, 9(3), 178–193. https://doi.org/10.46303/ressat.2024.54
Spoelstra, T., & Collins, G. (2023). Design principles for integrating language and communication skills into engineering education. The Journal for Transdisciplinary Research in Southern Africa, 19(1), Article a1369. https://doi.org/10.4102/td.v19i1.1369
Tariq, M., & Ullah, H. (2024). Impact of teachers’ communication skills on academic achievement of students at secondary school level. Journal of Higher Education and Development Studies, 4(1), 104–117. https://doi.org/10.59219/jheds.04.01.49
Teane, F. M., & Gombwe, R. (2022). Self-efficacy as a tool to enhance students’ classroom participation: TVET/FET college students’ views on the causes of student passivity. Community College Journal of Research and Practice, 47(11), 696–708. https://doi.org/10.1080/10668926.2022.2056775
Thornhill-Miller, B., Ponnambalam, E., & De La Mothe, J. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st-century skills for the future of work and education. Journal of Intelligence, 11(3), Article 54. https://doi.org/10.3390/jintelligence11030054
Wekwete, P., & Higgs, L. (2024). Obstacles to critical thinking: A qualitative study on secondary school learners in Masvingo, Zimbabwe. South African Journal of Education, 44(1), 1–11. https://doi.org/10.15700/saje.v44n1a2261
Woldegiorgis, E., & Chiramba, O. (2025). Access and success in higher education: Fostering resilience in historically disadvantaged students in South Africa. Journal of Applied Research in Higher Education, 17(2), 759–771. https://doi.org/10.1108/JARHE-05-2023-0217
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Zenande Nonkula, Lundi Nomlala
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
