Blended Learnings in the English Teachers Training

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Osniel Pérez Morejón
Yordanis Cabrera Leal
Rodolfo Acosta Padrón

Abstract

This article reveals the results of an investigation realized from 2020 to 2021, about distance education on its blended learning modality, in second year of English teacher training in 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 learnings. Document revision, observation, experimentation, interview and group debate were the methods used. Digital scientific products were created, groped 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 learnings. Document revision, observation, experimentation, interview and group debate were the methods used. Digital scientific products were created, groped 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.

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How to Cite
Pérez Morejón, O., Cabrera Leal, Y., & Acosta Padrón, R. (2022). Blended Learnings in the English Teachers Training. Mendive. Journal on Education, 20(1), 105–122. Retrieved from https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/2729
Section
ARTICLES
Author Biographies

Osniel Pérez Morejón, Universidad Hermanos Saiz Montes de Oca

Licenciado en Educación Especialidad: Lengua Inglesa. Profesor de Practica Integral de la Lengua Inglesa y Tiempos Verbales del Inglés.

Yordanis Cabrera Leal, Universidad Hermanos Saiz Montes de Oca

Profesor de Práctica Integral de la Lengua Inglesa

Rodolfo Acosta Padrón, Universidad Hermanos Saiz Montes de Oca

Doctor en Ciencias de la Educación. Profesor de Didáctica de las Lenguas Extranjeras. Profesor de Metodología de la Investigación.

References

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