Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: The systematization of pedagogical experiences in teacher training programs, such as English as a Foreign Language (EFL teaching), is crucial for critically understanding the development of professional practice. This research highlights strengths, challenges, and areas for improvement identified during Practicum I and II, conducted in public institutions in Cayambe. While Practicum I focused on classroom observation, Practicum II involved pre-service teachers creating and delivering their own lessons. Through a qualitative approach based on reflective analysis, four categories were addressed: planning, linguistic competence, classroom management, and methodology. The findings demonstrate that the use of rigorous planning, communicative methodologies, and competent classroom management positively impacts student engagement and participation. However, limitations were identified in time management, the use of the target language, and attention to heterogeneous learning paces. In conclusion, the systematization of these pedagogical experiences articulates theory and practice, consolidating a teaching identity based on critical reflection, which significantly contributes to the improvement of academic training processes in this discipline.