Towards an active methodology to improve initial didactic training in French teaching

Abstract

The profile of the graduate of the Bachelor's Degree in Foreign Language Education in the Cuban context is conceived so that graduates are capable of directing the teaching and learning process of foreign languages in any of the education subsystems. However, deficiencies have been found in the conception of the didactic training of this professional in relation to the French language, since there is no integration from the different components of the professional's training, the potential in terms of transfer of knowledge and skills between languages is ignored and the use of technologies is not promoted. Precisely the investigative process presented in this work addresses the problem raised, in which the qualitative approach is assumed, and the use of the participatory action-research design is used. This research seeks to propose a methodology, of an active nature, in order to perfect the initial didactic training process for teaching French, based on an integrative vision of training and guaranteeing the involvement of the student as an actor in his own learning.