Systematization of pedagogical experiences in the EFL teaching training program

Abstract

Abstract: The systematization of pedagogical experiences aims to describe, analyze, and reflect on the teaching experiences gained throughout practicum as an observer, and as the main teacher in EFL classes in private and public educational institutions in Quito, Ecuador. It addresses the issues and process of the different stages of practicum which provided me with familiarization of the teaching context throughout the EFL training program. Additionally, this systematization highlights the way how teaching practicum influences teacher concerns about teaching EFL pre-service teachers. Narrative, descriptive, and reflective approaches were used. Observation, summaries, and journals used throughout the teaching practice experience were the instruments applied to gather data. The results indicate that EFL teachers use different methods, strategies, techniques, materials, and activities during the class time, depending on the language skills they want to develop on students. Besides, the teachers with a large experience in teaching tend not to plan lessons, and to use less additional didactic materials than the young teachers use. It was also observed that teachers did not consider important to present the topic and the goals of the classes.