Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study presents a systematization of the learning experiences gained during Practicum I and Practicum II in various educational settings in the city of Loja, Ecuador. The study aimed to analyze and reflect upon English language teaching practices observed and implemented at the General Basic Education and Unified General Baccalaureate levels. To this end, a descriptive qualitative approach was adopted, enabling the systematization of information gathered through classroom observations and teaching experiences across both practicum periods. Subsequently, various classes were selected, described, and analyzed based on four key components: planning, linguistic aspects, learning management, and methodology. These components guided the reflective analysis grounded in theoretical frameworks to identify strengths and areas for improvement in English teaching. The results highlight the importance of reflective practice in teacher training, as it fosters the development of professional competencies and supports the continuous improvement of teaching practices across diverse educational contexts.