Systematization of pedagogical experiences in the EFL teaching training program

Abstract

Abstract: This research originated from the author s need to understand how pedagogical theory becomes meaningful in authentic classroom contexts during teacher training. Entitled "Systematization of Pedagogical Experiences in the English as a Foreign Language Teaching Training Program," its primary objective was to critically reflect on the teaching practices conducted from April 2023 to February 2024 at a Private School in Cuenca City. The study involved approximately 240 students from both basic and high school levels. A qualitative approach guided the process, using the systematization of experiences as a methodological framework. We employed direct observation and reflective analysis, supported by field journals, institutional documents, and observation checklists. The findings reveal that consistent planning, active methodologies such as TPR and the communicative approach, and the ability to adapt strategies based on classroom needs significantly contribute to learning the English language. Beyond skill development, this process shaped the author s professional identity and reaffirmed her teaching commitment to a thoughtful, inclusive, and context-aware approach to EFL teaching, and strengthened her teaching competencies.