Design of a Virtual Strategy of Continuous Training Addressed to Bilingual Teachers in Reflexive Learning Environments

Abstract

The growing use of technology and the development of trends in bilingualism to support learning are considerably increasing nowadays. These aspects are normally covered by continuous training strategies offered by the Minister of Education (MEN), which are characterized to be contemporary and reflexive, however, it is still observable that many educators do not put into practice what they learned in such strategies because they might be decontextualized, and are not easily adaptable to the needs of their contexts which consequently, make them unknowledgeable in how to foster learning with the correct resource management. Therefore, the current study aimed to create a virtual continuous training strategy in reflexive learning environments, that intends to support teachers in decision-making regarding resources and spaces to foster learning.

The study followed a qualitative approach, which used documental analysis to compile information about the elements to design the virtual strategy, and a functionality survey addressed to bilingual teachers from three private schools. Based on the data collected, the decisions to create the strategy were made. After the design, the strategy was verified in the validation stage by the teachers who participated in a satisfaction survey, so that adjustments could be made. The study concluded that most teachers found the strategy pertinent to enhancing their pedagogical practices, which is one of the contributions the research team expected to make.