Systematization of pedagogical experiences in the EFL Teaching Training Program

Abstract

Abstract: This paper examines the Systematization of Pedagogical Experiences in the English as a Foreign Language Teacher Training Program, with the aim of reflecting on and analyzing the positive and negative pedagogical aspects of pre-professional practices as an EFL teacher. To systematize the information, a qualitative method was applied, which included the use of instruments such as observation and planning sheets for data collection. Information was obtained from two practicums in two contexts: elementary and high school, where classes were observed and taught as the main teacher. Specific classes were selected for systematization and described considering four pedagogical aspects: planning, linguistic aspects, learning management, and methodology. Teaching English requires setting clear objectives, employing immersion strategies, and applying diverse and modern methods along with authentic materials, all of which promote meaningful learning. However, challenges such as managing large groups and limited participation impacted the development of communicative competence. Their experiences as teachers highlight integrated pedagogical planning and techniques that promote authentic communication in the classroom, providing insights for improving teacher training.