Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: The purpose of this study was to examine and analyze the pedagogical experiences developed within an English (EFL) teacher training program during pre-professional practicums. The research adopted a descriptive qualitative approach and was conducted at a state-subsidized (fiscomisional) educational institution in Loja, Ecuador. Data collection involved the use of observations, lesson plans, and narrative reflections from the "Practicum I" and "Practicum II" courses. The sample consisted of twelve English classes: six were observed, and the other six were taught by the researcher at the Basic Education and Baccalaureate levels. The selected classes were analyzed based on four pedagogical components and their respective sub-components: planning, linguistic aspects, learning management, and methodology. The analysis was grounded in existing scientific literature and aimed to interpret the pedagogical experiences. The results demonstrated that the use of communicative and student-centered teaching methods fostered participation, motivation, and meaningful learning of the English language. Based on these findings, it was concluded that systematic reflection on teaching experiences had a significant impact on the trainee teacher's pedagogical knowledge, classroom management, reflective practice, instructional decision-making, and professional growth, thereby leading to more effective English teaching.