<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962022000100105</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizajes híbridos en la formación de profesores de Inglés]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizagem híbrida na formação de professores de Inglês]]></article-title>
<article-title xml:lang="en"><![CDATA[Blended Learnings in the English Teachers Training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Morejón]]></surname>
<given-names><![CDATA[Osniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabrera Leal]]></surname>
<given-names><![CDATA[Yordanis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acosta Padrón]]></surname>
<given-names><![CDATA[Rodolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Hermanos Saiz Montes de Oca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>105</fpage>
<lpage>122</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962022000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962022000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962022000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo revela los resultados de una investigación realizada de 2020 a 2021 sobre la educación a distancia en su modalidad de aprendizajes híbridos, en segundo año de la formación de profesores de inglés en la Universidad de Pinar del Río "Hermanos Saíz Montes de Oca". La educación a distancia es esencial para la etapa de relativa normalidad con clases presenciales, debido a las amplias oportunidades que ofrece mediante la modalidad de aprendizajes híbridos. En esta situación social aparece el problema científico de qué transformaciones habría que realizar en la enseñanza del inglés para su ajuste y adaptación a la modalidad híbrida. Se planteó como objetivo elaborar las transformaciones para los aprendizajes híbridos y las clases invertidas de la Práctica Integral del Inglés de segundo año. Se utilizaron los métodos de revisión de la documentación, observación, experimentación, entrevista y debate grupal. Se crearon productos científicos digitales agrupados en un material didáctico que constituyen propuestas de contenidos, estrategias, textos y tareas digitalizadas para el aprendizaje a distancia. Se concluyó que la educación a distancia, en su modalidad de aprendizaje híbrido, convierte la enseñanza del inglés en segundo año en un proceso motivador, flexible, esencial, interactivo, reflexivo y cultural que tributa a la eficiencia del desarrollo de las competencias comunicativa, interactiva e intercultural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo revela os resultados de uma investigação realizada de 2020 a 2021 sobre educação a distância em sua modalidade de aprendizagem híbrida, no segundo ano da formação de professores de inglês na Universidade de Pinar del Río "Hermanos Saíz Montes de Oca". A educação a distância é essencial para a etapa de relativa normalidade com as aulas presenciais, devido às amplas oportunidades que oferece por meio da modalidade de aprendizagem híbrida. Nessa situação social, surge o problema científico de quais transformações devem ser realizadas no ensino de inglês para sua adequação e adaptação à modalidade híbrida. O objetivo foi elaborar as transformações para a aprendizagem híbrida e aulas invertidas da Prática Compreensiva de Inglês para o segundo ano. Foram utilizados os métodos de revisão documental, observação, experimentação, entrevista e discussão em grupo. Foram criados produtos científicos digitais agrupados em um material didático que constituem propostas de conteúdos, estratégias, textos e tarefas digitalizadas para ensino a distância. Concluiu-se que a educação a distância, em sua modalidade de aprendizagem híbrida, torna o ensino de inglês no segundo ano um processo motivador, flexível, essencial, interativo, reflexivo e cultural que contribui para o desenvolvimento eficiente de competências comunicativas e interativas e interculturais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje híbrido]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
<kwd lng="es"><![CDATA[aula invertida]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem híbrida]]></kwd>
<kwd lng="pt"><![CDATA[Educação a Distância]]></kwd>
<kwd lng="pt"><![CDATA[ensino de inglês]]></kwd>
<kwd lng="pt"><![CDATA[aula invertida]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[English teaching]]></kwd>
<kwd lng="en"><![CDATA[flipped classroom]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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