Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: This research examined English as a Foreign Language (EFL) teaching practices in private and public institutions in Ecuador, analyzing pedagogical elements in six classes in each context. The study explored planning, linguistic aspects, learning management, and methodology through classroom observations and educational theory. The results showed that planning was aligned with curricular objectives through activities that connected extreme adjectives, collocations, and verb tenses with practical applications. Although teaching prioritized English, challenges were identified such as inconsistent differentiated instruction and limited speaking opportunities in public institutions. Learning management demonstrated teacher adaptability through the use of technology and visual materials to address diverse learning styles. The methodology combined traditional and modern approaches such as PPP, TPR, and communicative strategies, favoring language acquisition. Despite resource limitations in public schools, adaptive strategies demonstrated teacher resilience and effective results. The study highlighted the importance of teacher training and the need for targeted support to reduce contextual disparities and optimize EFL teaching in diverse educational settings.