Systematization of pedagogical experiences in the EFL teaching training program

Abstract

Abstract: This work aims to deepen and examine the teaching-learning process during pre-professional practices in English classes. The fundamental intention was to systematize the teaching learning experiences within the classroom, which made it possible to demonstrate adequate attention to students learning styles and rhythms. This project was carried out using a qualitative approach, where information extracted from the final reports of the pre-professional practice carried out was collected, organized, and analyzed. This systematization of practices took place in two educational institutions in Santo Domingo de los Tsáchilas, Ecuador: a private institution with classes ranging from first to tenth grade, and a public institution with students from eighth grade to the third year of bachillerato. Class sizes ranged from 10 to 30 students per group. This systematization was structured into two fundamental parts: observation classes and teaching practices as the main teacher, where important aspects such as planning, linguistic elements, methodology, and learning management were considered. In addition, the integration of Theory and practice experience during pre-professional experiences proved essential in developing teaching and classroom management skills across basic and bachillerato school levels.