Abstract:

Teachers of English trained at the National University of Education (UNAE) in Ecuador must develop the professional competencies that characterize a twenty first century foreign language teacher during their career. For this purpose, they study the subject Didactics of English in their third term of the program. The authors of this paper teach this subject at UNAE. This semester, due to the COVID epidemiological crisis, the authors had to teach the subject in a blended learning mode, making use of Flipped learning as pedagogical method of choice. Flipped learning is also one of the Didactics of English most important learning contents. Thus, the use of Flipped learning as a pedagogical method and as the mentioned subject’s learning content is the object of study of this research and the overall aim is to propose a methodological framework for Flipped learning to teach Didactics of English so that it contributes to the development of the students’ professional competencies. The framework is structured into three moments: Flipped classroom I- Before the synchronous session (out of class), Flipped classroom II- During the synchronous session (in class) and Flipped classroom III- After the synchronous session (out of class). A qualitative approach using intervention strategy was used to accomplish the declared goal. The author followed an action research process to elaborate and propose the framework. To reach the overall aim, the author proposes a methodological framework to use Flipped learning to teach the contents of the subject Didactics of this foreign language to the future teachers at UNAE.

Keywords:

Flipped learning, pedagogical method, didactics, professional competencies.