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http://dspace.utpl.edu.ec/handle/29.500.19856/71828
Title: | Systematization of Pedagogical Experiences in the EFL Teaching Training Program |
Authors: | Preciado Asanza, María Vanessa García Moscoso, Paulina Pamela |
Keywords: | Ecuador. Tesis digital. |
Issue Date: | 2025 |
Citation: | García Moscoso, P. P. Preciado Asanza, M. V. (2025) Systematization of Pedagogical Experiences in the EFL Teaching Training Program [Tesis de Grado, Universidad Técnica Particular de Loja]. Repositorio Institucional. https://dspace.utpl.edu.ec/handle/29.500.19856/71828 |
Abstract: | Abstract: The purpose of this study was to analyze how systematization experiences and processes support the development of future teachers and their professional practices. The pre-professional internship, both at basic and high school level, began with online observations of interactions between one teacher and one classmate due to Covid-19. The second phase consisted of working as a guide teacher at a private high school, with an average of 26 students per class, with the aim of systematizing teaching in these contexts. Four pedagogical aspects were considered: planning, linguistics competence, learning management and methodology. In the description of these aspects, sub-aspects were taken into consideration, and reflections were made based on scientific theory. Based on the findings, conclusions and recommendations were formulated. Effective pedagogical planning, linked to everyday experiences, fosters student engagement and meaningful learning. In addition, teacher preparation and collaborative work are very essential for an inclusive environment. Reflection on teaching enables strategies to be adapted to the diverse needs of students, highlighting the importance of reflective and planned practices for educational learning success. |
Description: | Resumen: El propósito de este estudio fue analizar cómo las experiencias y procesos de sistematización contribuyen al desarrollo de futuros docentes y sus prácticas profesionales. Las prácticas preprofesionales, en los niveles básico y de bachillerato, comenzaron con observaciones en línea de las interacciones entre un docente y estudiante debido a la pandemia de Covid-19. Posteriormente, la segunda fase implicó ser profesor guía en la Unidad Educativa Particular Bilingüe Liceo Panamericano Centenario, con un promedio de 26 estudiantes por clase, con el objetivo de sistematizar la enseñanza en estos contextos. Para este análisis, se consideraron cuatro aspectos pedagógicos clave: planificación, competencia lingüística, gestión del aprendizaje y metodología, se describieron considerando subaspectos específicos y reflexiones fundamentadas en teoría científica. De los resultados obtenidos, se derivaron conclusiones y recomendaciones. Una planificación pedagógica efectiva, vinculada a experiencias cotidianas, fomenta el compromiso estudiantil y un aprendizaje significativo. Además, la preparación docente y el trabajo colaborativo son esenciales para crear entornos inclusivos. La reflexión sobre la práctica permite adaptar estrategias a las diversas necesidades de los estudiantes, destacando la importancia de enfoques reflexivos y planificados para el éxito educativo. |
URI: | https://bibliotecautpl.utpl.edu.ec/cgi-bin/abnetclwo?ACC=DOSEARCH&xsqf99=145399.TITN. |
Appears in Collections: | Pedagogía del Idioma Inglés |
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