Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: This qualitative study examines the systematic analysis of pre-professional practices in an English as a Foreign Language (EFL) teacher training program. He The objective was to reflect and analyze the positive and negative pedagogical aspects encountered by prospective EFL teachers. Data was collected from the practices, including observations and primary teaching roles. The data was categorized in educational contexts, such as basic and secondary education, and four pedagogical aspects: planning, linguistic aspects, learning management and methodology. Detailed descriptions of the classes in each context were analyzed, followed by theory-based reflections. Findings highlighted strengths and areas for improvement, such as the lack of clear course objectives in school classes observed and the importance of linguistic immersion in the classes I taught at school. The classroom management observed in high school was generally effective, but the teaching styles teaching can affect students' learning experience. The methodology that I used in high school classes emphasized communicative competence and adapted to diverse learning needs.