Didactic model to contribute to the development of autonomy in the learning of English in the initial training of teachers of the career of foreign languages.

Abstract

A study is carried out with a view to implementing a didactic model focused on the project method, to contribute to the development of the autonomy in the learning of English from the Comprehensive Practice of the English Language, in the process of initial formation of foreign languages teachers at UNIANDES. The results obtained showed the transformation operated in these teachers in the cognitive, metacognitive and socio-affective dimensions of the researched variable; in addition, to the achievement in most subjects of an advance in the pedagogical paradigm of learning to learn, as well as the scope of higher levels of autonomy in learning English.