Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract:Systematizing pre-professional teaching practices is fundamental to teacher training. By critically reflecting on their experiences, future teachers consider their role and are better equipped to effectively address students' needs. This study, "Systematization of Pedagogical Experiences in the English as a Foreign Language Teacher Training Program," reflects on and analyzes the positive and negative pedagogical aspects of pre-professional teaching practices. This qualitative descriptive study combined a systematic analysis of documents with a narrative analysis to incorporate the personal experience of future teachers. Two practice reports were evaluated in the contexts of basic education and high school: first, observed classes and, second, classes taught by the pre-professional teacher. Four pedagogical dimensions were considered: planning, linguistics, learning management, and methodology, providing rich descriptions. The reflections were based on theoretical concepts and pedagogical foundations. The study showed that English teachers prioritized meaningful interactions, communicative competence, and student-centered strategies, adapting methods and language to students' needs and contexts. However, resources varied significantly between public and private schools.