Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study systematized the pedagogical experiences gained during the Practicum I and II phases of an English as a Foreign Language teacher training program at a public institution in Loja, Ecuador. Its purpose was to analyze and reflect upon classes observed and taught at the General Basic Education and Unified General Baccalaureate levels. To this end, a qualitative-descriptive method was employed to describe, organize, and interpret data obtained from observation logs, class descriptions, and lesson plans. The analysis examined lesson planning, linguistic aspects, learning management, and methodology. The results indicated that organized instruction tailored to the students' proficiency level supported by clear guidance and active methodologies fostered content comprehension and encouraged more confident participation. However, the frequent use of Spanish, reliance on guided models, and a lack of specific feedback limited oral production in English and the provision of individualized support. The study concludes that systematizing pedagogical experiences enables the identification of strengths, limitations, and areas for improvement in teaching practice, aligned with actual classroom needs and the specific conditions of English language instruction.