Limones Borbor, Julieta VerónicaCruz Chalén, Paola Alexandra2026-01-132026-01-132026-01-13Cruz Chalén Paola Alexandra (2026). English teacher training in promoting educational innovation in the classroom. UPSE, Sede Playas. Facultad de Ciencias de la Educación e Idiomas. 66p.UPSE-TPI-2026-0502https://repositorio.upse.edu.ec/handle/46000/15952This research explored how English teacher training contributes to promoting educational innovation in the classroom. The study was based on the perceptions and experiences of five English teachers from two private institutions in the Playas canton, using a qualitative approach of individual interviews. It was found that each interviewee considers their training as a fundamental part of their learning, enabling them to teach their classes in a participatory, creative, and student-centered manner. They also highlight that innovation strengthens motivation, interaction, critical thinking, and the use of digital tools. However, the results showed that teachers face several challenges, such as a lack of institutional support, limited technological resources, and the need for ongoing training. Despite these challenges, teachers demonstrated a strong commitment to improving their practices through independent research on new pedagogical methodologies. In conclusion, training programs that integrate pedagogical, technological, and reflective aspects are essential for strengthening professional development and fostering more effective, inclusive, and meaningful innovation.engopenAccessAttribution-NonCommercial-NoDerivs 3.0 United Stateshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/TRAININGINNOVATIONMETHODOLOGYLEARNINGRESOURCESbachelorThesis