Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: The systematization of pedagogical experiences in the EFL teacher training program focused on two main roles: classroom observer and class teacher. The objective was to reflect and analyze the positive and negative pedagogical aspects identified during pre-professional practices as EFL teachers. This process was conducted at Paulo VI Educational Unit during the Practicum 1 and Practicum 2 courses, involving Basic Education students aged eight to nine and High School students aged fifteen to sixteen. Reflective analysis examined planning, linguistic aspects, learning management, and methodology to identify patterns, challenges, and successes in teaching practices. The results highlight the importance of student-centered planning, the necessity of adapting linguistic strategies to learners levels, and the effective management of learning environments to foster engagement. Methodology proved to be a decisive factor for achieving meaningful and lasting learning outcomes. Furthermore, the findings underline the importance of integrating these aspects into teacher training programs to improve future educators skills. This systematization offers valuable insights to enhance teacher preparation, optimize pedagogical practices, ensuring they better address the diverse needs and expectations of learners in varied educational contexts.