Flipped classroom as a pedagogical strategy used by the teachers of the pedagogy of national and foreign languages career of UPSE.

Abstract

Currently the teaching of the English language has been modified according to various changes that have occurred. Including the pandemic that gave way to institutions and teachers to develop methods and strategies so that learning becomes more dynamic, attractive and participatory using new technology. One of these is the flipped classroom, which is a great alternative and which, according to several studies, is highly effective compared to raditional ducation. For this reason, the objective of this research was to analyze the implementation of the flipped classroom by the teachers of the Pedagogy of National and Foreign Languages career at UPSE. For this, the qualitative method was used through a phenomenological investigation, where the one-on-one interview technique was used. The main findings were that the implementation of the flipped classroom follows the principles of constructivism, active learning, collaborative learning and student-centered learning. This approach offers several benefits, but also certain challenges, although teachers are always looking for alternatives to overcome them. Likewise, to improve the implementation of the flipped classroom, it is necessary that it should be in accordance with the levels that the students have and their needs. In the same way, new pedagogical approaches and new technological resources that can contribute to improving the learning of the English language must be taken into account. This approach is definitely a great teaching alternative for both teachers and students.