Teacher training: teaching strategies for modernist literature at the pre-university level

Abstract

Starting from the problem of teachers' insufficient pedagogical preparation for addressing modernist literature in the classroom, a training program based on the interpretive paradigm and action research methodology was implemented to analyze its impact on transforming pedagogical practices. The selected sample consisted of pre-university teachers from the municipality of Cienfuegos, who participated in a three-module program over three months. The modules covered the theoretical foundations of modernism, innovative teaching strategies, and the design of integrated teaching sequences. Data collection involved semi-structured interviews, participant observation, and document analysis, with triangulation of the information to ensure its validity. The results showed significant transformations in three key dimensions: a notable improvement in teachers' interpretive skills, the incorporation of active methodological strategies that replaced traditional lectures, and a substantial change in the conception of assessment, adopting formative instruments such as rubrics and portfolios. It is noteworthy that this training, by integrating critical interpretation with methodological innovation, not only enriched teachers' professional repertoire but also redefined their pedagogical practice by promoting the teaching of literature as an aesthetic experience and critical dialogue. It is concluded that continuous, contextualized training oriented toward reflective practice is an effective tool for transforming the teaching of modernist literature, although limitations such as the sample size and the program's duration are pointed out, suggesting future lines of research on its long-term impact and the integration of digital technologies.