Resumen

PEREZ MOREJON, Osniel; CABRERA LEAL, Yordanis  y  ACOSTA PADRON, Rodolfo. Blended Learnings in the English Teachers Training. Rev. Mendive [online]. 2022, vol.20, n.1, pp.105-122.  Epub 02-Mar-2022. ISSN 1815-7696.

This article reveals the results of an investigation carried out from 2020 to 2021, about distance education on its blended learning modality, in second year of English teacher training at the University of Pinar del Río. Distance education is essential for the new normality stage with face-to-face lessons due to the wide range of opportunities this offers through the modality of blended learning. In this social situation appears the scientific problem of what transformations would have to be done to the teaching of English to its adjustment and adaptation to the blended modality. As object, it was proposed to elaborate the transformations for the second year's integrated English practice blended and flipped classroom learning. Document revision, observation, experimentation, interview and group debate were the methods used. Digital scientific products were created, grown in a didactic material that constitute proposals of contents, strategies, texts and digitalized tasks for the distance learning. It was concluded that the distance education, in its modality of blended learning, turns the teaching of English in second year in a motivating, flexible, essential, interactive, reflective and cultural process that responds to the efficiency of the development of communicative, interactive and intercultural competences. It was proposed, as objective, to elaborate the transformations for the second year's integrated English practice blended and flipped classroom learning. Document revision, observation, experimentation, interview and group debate were the methods used. Digital scientific products were created, grown in a didactic material that constitute proposals of contents, strategies, texts and digitalized tasks for the distance learning. It was concluded that the distance education, in its modality of blended learning, turns the teaching of English in second year in a motivating, flexible, essential, interactive, reflective and cultural process that responds to the efficiency of the development of communicative, interactive and intercultural competences.

Palabras clave : learning; distance education; English teaching; flipped classroom.

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