[en] This article sets out that communicative competence in teaching is an indispensable aspect in a society characterized by a constant rhythm of change. However, this aspect has been unattended until present day. An important role of teachers specialized in teaching other languages is to make pupils from primary school understand that foreign languages must be studied in order to be able to communicate with other people, not just for passing the subject. furthermore, the teacher must be leader of the students learning process by making creation of significances easier and through the application of metacognitives schemes with pupils such as teaching them to think, to learn and by to arrange sources of information. from this premise and according to the research made by faculty of Teaching in University of granada, we have tried to establish the level of communicative competence of students in this faculty. Starting from a quantitative study research through questionnaire, we can see the perception that students from third course, who are about to end their initial formation in Teaching, have their own communicate competence. Also, it is presented here an analysis of the comparison between the perception that students from first course and students from last course have about this point. After the rate analysis, this article talks about the widespread lack of communicate competence of students from faculty of Teaching. This lack exists notably at the beginning and, to a lesser extent, at the end of their studies.

[es] Este art?culo plantea que la competencia comunicativa en la profesi?n docente es un aspecto insoslayable en una sociedad caracterizada por un ritmo de cambio continuo, sin embargo, este aspecto de la labor docente se ha encontrado en un estado importante de desatenci?n hasta el momento presente. Labor esencial del profesor especializado en la ense?anza de otros idiomas es hacer comprender a su alumnado de primaria que la lengua extranjera se estudia para entenderse en otro contexto idiom?tico, no s?lo es cuesti?n de aprobar. el profesor debe erigirse en gu?a del proceso de aprendizaje de los alumnos facilitando la creaci?n de significados y, mediante la aplicaci?n de estrategias metacognitivas con los alumnos, ense?arles a pensar, a aprender y a organizar las fuentes de informaci?n. Seg?n esa premisa a trav?s de estas p?ginas y de acuerdo con la investigaci?n llevada a cabo en la facultad de educaci?n de la Universidad de granada se ha pretendido establecer el nivel de competencia comunicativa que muestran los alumnos de la citada facultad. A trav?s de un estudio cuantitativo por medio de cuestionario se refleja la percepci?n que los alumnos de tercer curso y a punto de terminar su formaci?n inicial en la citada especialidad tienen de su propia competencia comunicativa. As? mismo, se presenta un an?lisis de relaci?n entre la percepci?n que de esta cuesti?n tienen los alumnos de ?ltimo curso comparados con los alumnos reci?n ingresados en la facultad. Tras el an?lisis de los datos puede hablarse de carencia generalizada en la competencia comunicativa de los estudiantes de Magisterio. ?sta existe al ingresar en la facultad y existe, no tan acusada pero as? mismo remarcable, al egresar de la misma.