Systematization of pedagogical experiences in the EFL Teaching Training Program

Abstract

Abstract: This study aims to systematize the pedagogical experiences developed within a training program for teaching English as a foreign language in a private educational setting in south of Quito. The research was conducted in basic education and high school environments, where pedagogical theories acquired during teacher training were applied and critically examined. The methodology employed was qualitative, incorporating observation techniques and reflective analysis of teaching practices. The main findings emphasize the importance of integrating theory and practice, thereby enhancing teacher s competencies, including contextual sensitivity, instructional design, and assessment skills. The systematization process reveals valuable insights that support the formation of future English teachers, demonstrating how experiential learning fosters pedagogical proficiency. Additionally, the findings underscore that practical experiences contribute significantly to the consolidation of key teaching skills, better preparing educators for their professional careers and ultimately promoting pedagogical innovation and continuous improvement in language teaching practices.