Systematization of pedagogical experiences in the EFL teaching training program

Abstract

Abstract:This work titled Systematization of pedagogical experiences in the EFL teaching training program aims to systematize the pedagogical practices carried out during practicums 1 and 2, both as a classroom observer and as a main teacher in a bilingual institution in the Daule canton. A qualitative methodology was used to analyze the practices, observing three basic education classes and three secondary school classes. Observation sheets were used as the primary instrument for this purpose. Similarly, the classes taught as the main teacher in both basic education and secondary levels were systematized. The instruments used for this were narrative reflection sheets. Aspects of planning, language, learning management, and methodology were described in all classes. Subsequently, reflections based on scientific theory were made. The results revealed that the role of the observer within the systematization process was foundational to professional growth, acting as a nexus between theoretical knowledge and the authentic dynamics of the classroom setting. On the other hand, the teaching practice provided the future professional with extensive knowledge about lesson design, language use, classroom management, and teaching methods.