Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This research presents a systematization of the educational experiences gained during the English as a Foreign Language teacher training program at a public educational institution in Loja, Ecuador. The primary objective was to analyze and interpret the pedagogical experiences observed and implemented during Practicum I and Practicum II. A qualitative-descriptive approach was adopted to examine classroom realities and identify factors influencing English instruction. Data were collected through observation logs, lesson plans, and reflective reports produced during the practicum process. The analysis focused on four dimensions: planning, linguistic aspects, learning management, and methodology. The results demonstrated that organized lesson preparation, favorable learning environments, contextualized materials, and constructive feedback contributed positively to student engagement and linguistic development. However, challenges were identified regarding limited opportunities for spontaneous communication, insufficient integration of technological resources, and a predominance of teacher-led procedures. The findings highlight the importance of reflective practice, communicative approaches, and the diversification of resources in strengthening English language teaching.