Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: This text is a detailed systematization of pedagogical experiences in the EFL teaching Training program that was carried out through two perspectives, the observation of professional English teachers and the active teaching practice at the elementary and high school students, around 850 participants, in an educational institution in Tulcán, in Carchi s province during the 2022-2023 academic year. The main goal was to propose a theoretical framework for English language teaching practices, characterize teaching practices, identify key factors, and generate recommendations. This research included the observational process and the development of specific programs targeted at the primary and secondary students, focusing on cognitive development and the use of EdTech. A wide range of student-centered strategies were introduced for both the offline and online learning environments. According to the results, the use of several strategies was the driving force of student s engagement, especially among the primary learners. The inclusion of ICT into the learning process was effective, including those who were initially averse to it and thereby, it gave them a chance to participate and be actively acknowledged.