Reflections of Elementary Teachers on Their Teaching Practices within the framework of PRONI

Abstract

This study explores the teaching practices of elementary public school English teachers within the PRONI framework. Data were collected through interviews and reflections from seven teachers in Baja California's public education system, focusing on areas such as lesson planning, teaching strategies, resource use, classroom interaction, assessment, adaptation, and classroom climate. The qualitative analysis indicates that most teachers adopt an eclectic approach, mainly incorporating the communicative method, while using PRONI to set objectives and develop personalized lessons. The findings highlight the importance of diagnostic and formative assessments, diverse materials, and strategies that promote active student participation, all within a trusting environment that encourages metacognition. Additionally, the study stresses the need to improve PRONI's adaptation to foster inclusive and relevant education, along with diversifying assessment strategies to meet the needs of a diverse student population. These insights identify key areas for improving educational quality and better preparing students for today's learning challenges.