Systematization of pedagogical experiences in the EFL teaching training program

Abstract

Abstract:This current work systematizes pedagogical experiences from pre-professional practice in EFL teaching, conducted in a private Catholic institution in Guayaquil as part of the UTPL English Pedagogy program. Using qualitative reflection on classroom observations and teaching practice, it examines planning, linguistic input, classroom management, and methodological strategies. The systematization revealed that clear objectives, communicative methodologies, and reflective feedback enhance student participation and language acquisition. It also highlighted the need for adaptability, inclusive practices, and effective resource use. Findings suggest that structured reflection helps bridge theory and practice, supporting novice teachers' professional growth. The work contributes practical insights for EFL teacher training and reinforces the value of experiential learning in developing teaching competencies.