Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: The purpose of this study was to analyze how systematization experiences and processes support the development of future teachers and their professional practices. The pre-professional internship, both at basic and high school level, began with online observations of interactions between one teacher and one classmate due to Covid-19. The second phase consisted of working as a guide teacher at a private high school, with an average of 26 students per class, with the aim of systematizing teaching in these contexts. Four pedagogical aspects were considered: planning, linguistics competence, learning management and methodology. In the description of these aspects, sub-aspects were taken into consideration, and reflections were made based on scientific theory. Based on the findings, conclusions and recommendations were formulated. Effective pedagogical planning, linked to everyday experiences, fosters student engagement and meaningful learning. In addition, teacher preparation and collaborative work are very essential for an inclusive environment. Reflection on teaching enables strategies to be adapted to the diverse needs of students, highlighting the importance of reflective and planned practices for educational learning success.