Brecha enseñanza-práctica del docente inglés

Abstract

This research analyzes the gap between the principles of cognitive linguistics and traditional pedagogical and evaluative practices in virtual learning environments. The objective is to understand the learning experiences of 7th-semester preservice English teachers in a distance-learning program, who face the "double intellectual journey" of acquiring the language while simultaneously training as educators. Under an interpretive approach and a mixed-methods design (QUAL-quant), data will be collected through a sociodemographic questionnaire and a virtual focus group applied to 8-10 participants. The findings aim to provide empirical evidence to propose guidelines that optimize techno-pedagogical designs, teaching, and institutional evaluation, aligning them with the organic nature of second language acquisition.