Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study focuses on systematizing pedagogical experiences within an English as a Foreign Language (EFL) teacher training program, aiming to reflect on and analyze the positive and negative pedagogical aspects of pre-professional EFL teaching practicums. A descriptive qualitative method was employed to systematize information gathered during Practicum I and II; the former involved classroom observations, while the latter entailed teaching English as the lead instructor in basic and secondary education settings in Loja, Ecuador. Furthermore, selected lessons were described and analyzed in detail based on four key components planning, linguistic aspects, learning management, and methodology along with their respective sub-aspects. These elements provided the foundation for an in-depth reflection, supported by scientific literature, leading to the formulation of relevant conclusions and practical recommendations. The study concludes that pre-professional teaching practice enables the identification of both strengths and weaknesses in classroom instruction; however, traditional methodologies and repetitive strategies remain common in EFL classrooms, potentially limiting student motivation and hindering effective language learning.