Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: This research aims to systematize the teaching experience gained during two stages of university internships known as practicums 1 and 2. Due to the COVID-19 epidemic, these apprenticeships were held in virtual and face-to-face environments. The study's methodology included both descriptive and qualitative components. This systematization demanded an examination and reflection on pre-professional practices as both an observer and the main instructor. First, as an observer, five elementary-level and five high school-level videos were described and examined regarding planning, linguistics, learning management, and methodology. Second, as the main instructor, five videos from the elementary level and five videos from the high school level were represented and analyzed, considering the components above. Finally, lesson plans regarding objectives, methodology, learning activities, assessment, and time management were described and reviewed in the main instructor section. The systematization of the teaching experience provides preservice teachers a platform for understanding how instructors make bad decisions. It also helps prospective educators discover their own poor teaching practices.