Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This research systematizes pedagogical experiences from the Practicum I and II courses within the National and Foreign Languages ​​Education program at the Universidad Técnica Particular de Loja, aiming to analyze the gap between theoretical pedagogy and actual classroom practices. Grounded in an extensive literature review covering lesson planning, teaching strategies, and classroom management, the study employs a qualitative-descriptive and inductive-deductive approach. The analysis focuses on a sample derived from twenty classroom observations and twenty lesson plans implemented by the researcher across Basic Education and High School levels. Findings indicate that many classrooms still rely on traditional paradigms such as the Grammar-Translation Method and maintain a Spanish-dominated environment that hinders immersion. Conversely, the implementation of modern methodologies such as Task-Based Learning, Content-Based Instruction, and Total Physical Response significantly enhances student participation and communicative competence. The study concludes that transitioning to peer-supported arrangements utilizing authentic materials transforms abstract grammar instruction into authentic linguistic application.