Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study focuses on the systematization of pedagogical experiences within an EFL teacher training program, aiming to examine and reflect upon pre-professional teaching practices in Basic and Secondary Education settings. A qualitative research approach specifically the systematization of experiences was employed to analyze the pedagogical processes developed in state-subsidized and private educational institutions in Loja, Ecuador. Data collection tools included classroom observation, lesson planning, and academic reflection, with a focus on lesson planning, classroom management, teaching methods, and language components. The analysis highlighted the benefits of applying various models such as Task-Based Learning, Content and Language Integrated Learning (CLIL), and the Flipped Classroom model in enhancing student engagement and performance. The study concludes that reflection and the creation of an inclusive learning environment fostering both academic success and personal development are essential for effective EFL teaching.