Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: The present study, Systematization of Pedagogical Experiences in the EFL Teaching Training Program, aims to reflect on and analyze both the positive and negative pedagogical aspects of pre-professional EFL teaching practices. This study was conducted in two stages. The first stage occurred during Practicum I, where the pre-service teacher observed classes taught by three basic education teachers and three bachillerato teachers, each instructing eight students. The second stage was Practicum II, in which the pre-service teacher assumed full teaching responsibility in both educational levels. Using a qualitative methodology, the research focused on the analysis of the lesson planning, linguistic aspects, learning management, and methodology. The instruments were observation sheets and narrative reflections. This process of systematization promoted self-reflection and fostered professional growth by helping the future teacher identify areas of strength and improvement. Observing diverse classrooms allowed her to understand how experienced teachers adapt to various contexts. Acting as the lead instructor further enabled her to apply theoretical concepts to real teaching scenarios. Overall, this experience significantly contributed to the development of her pedagogical competencies and reflective teaching practice.