Interactive Didactics of Foreign Languages in English Teachers Education

Abstract

This article shows how the Interactive Didactics has been instrumented and enriched in the teaching of English at teachers training in the University Of Pinar del Río Cuba. The Interactive Didactics has been object of research of a team teachers at the University since 1995, and has been used in the teaching practice since 2007. In the face of the need to up-date the Interactive Didactics this research has been carried out with the objective of enriching the Didactics that has become the methodological platform for the development of the communicative, interactive and intercultural competence. For such changes present trends in language teaching have been considered as well as the relative normality in the post pandemic stage, and ever changing educative context. Therefore, a diagnosis and a pedagogical intervention have been carried out with the aid of the method of class observation, interview and survey to the teachers, debates, a course and tutorship, with the objective of training the teachers to put into practice the changes made in the teaching learning components. As a result, the enrichment of the Interactive Didactics has been achieved with the inclusion of blended learning, flipped classroom, and digital learning outside and inside the classroom, as well as new ideas about the reflective social interaction that sustain it. Changes in the quality of the lessons are shown that are significantly higher than those of the diagnosis stage.