Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: This study systematizes pedagogical experiences within English as a foreign language teacher education and examines the pre-professional practicum process. Its objective is to identify strengths, challenges, and areas requiring improvement in teachers performance in real-world contexts. The research was based on Practicum I and II experiences conducted at private educational institutions with university agreements in Conocoto, Quito. Participants included elementary and high school students and English teachers, while Practicum II involved intervention by the trainee teacher through the planning, execution, and evaluation of classes. A qualitative approach was applied through classroom observation, teaching practice, and reflective analysis. The instruments included observation logs, lesson plans, field notes, and practicum reports. The analysis focused on four dimensions: planning, linguistic aspects, classroom management, and teaching methodology. Results show that structured planning, communicative strategies, and effective classroom management promote student learning and participation. However, difficulties emerged in time management, consistent use of English, and addressing different learning paces. In conclusion, the systematization process integrated theory and practice, strengthened teacher training, and fostered a reflective identity.