Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study systematized the pedagogical experiences gained during pre-professional teaching practice in English as a Foreign Language (EFL) at the General Basic Education and Baccalaureate levels in two public educational institutions in Loja, Ecuador. The objective was to analyze and reflect upon the planning, linguistic aspects, learning management, and methodologies implemented during the teaching practice process. A qualitative, descriptive approach was employed, based on classroom observation, reflective practice, and the systematization of teaching experiences from *Practicum 1* and *Practicum 2*. Data collection involved observation logs, field notes, lesson plans, and reflection reports. The results indicated that planning, contextualized language teaching, classroom management, and communicative methodologies foster meaningful learning. Furthermore, the systematization process encouraged critical reflection on teaching practice and developed the pedagogical competencies required for teaching English, while also bridging the gap between theory and practice in initial teacher training.