Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: The reason behind conducting this study, titled Systematization of Pedagogical Experiences in the EFL Teaching Training Program, was to examine the teaching and learning processes developed during the pre-professional English teaching practicum at a public fiscomisional institution in Cuenca, Azuay, Ecuador. A qualitative approach through the systematization of pedagogical experiences was adopted to analyze and reflect on the experiences gained during Observation Practicum I and Practicum II in both basic education and high school. The process was organized around four aspects: planning, linguistic aspects, learning management, and methodology. Information was collected through lesson plans, classroom observation notes, teaching materials, and reflective notes. The systematization allowed the integration of theoretical knowledge with real classroom practice while identifying effective teaching strategies and challenges to lesson planning, the use of educational resources, classroom management, time management, and the use of Spanish as support language. It was concluded that effective planning, appropriate educational resources, greater exposure to English, structured classroom management, student-centered methodologies, and continuous reflection improve pedagogical practice and strengthen the professional development of future English teachers.