Improving the communicative competence of prospective teachers through illusionism: A practical application of magical techniques

Abstract

This study aims to enhance communicative competencies in future teachers, a frequently neglected area in educational training by integrating illusionism as an innovative pedagogical tool. A quantitative analysis was conducted using a validated questionnaire across three dimensions to assess the communicative competence levels of 81 trainee teachers (mean age x=20.92 years and dt=2.58). Cluster classification and biplot methods (HJ Biplot and MANOVA Biplot) were employed to compare pre- and post-intervention measurements after incorporating card magic training sessions within a motor skills subject. The results identified three distinct clusters demonstrating significant and positive effects on future teachers' training following the illusionism intervention, notably surpassing programs lacking this approach. Enhanced self-confidence and security emerged as directly correlated with improved communicative competencies. The first cluster exhibited particularly developed communicative competencies, especially regarding control and security over the communicative process (non-verbal) linked to the emotional dimension. Illusionism, through adapted magic effects effectively improves students’ communicative skills by fostering self-confidence and emotional management. This research suggests that illusionism creates a motivating and innovative environment for more effective communication, addressing identified deficiencies in teacher communication skills and providing a structured methodology for enhancement.