Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: This thesis examines the systematization of pedagogical experiences in the EFL teacher training program, focusing on reflecting and analyzing the positive and negative pedagogical aspects of pre-professional practices as an EFL teacher. This study used a qualitative method to collect and analyze data from two important activities in the Practicum course. In this systematization process, experiences gained through observation and experience as a teacher in elementary and high school settings had to be organized and interpreted. To systematize this experience, classes were selected where four sub-aspects related to planning, linguistic aspects, learning management, and methodology were considered. A description was then provided, in which some sub-aspects were considered, and then reflections were made, which were supported by scientific theories. The conclusions highlight that clear objectives and time management are key to increasing learning. It should also be noted that sound planning must focus on interaction, fostering communicative practice and creating a motivating environment.