Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: This study aims to systematize pedagogical experiences gained during preprofessional practices at the Basic Education and Bachillerato levels within the English as a Foreign Language (EFL) context. The objective was to analyze how teaching methods, planning strategies, linguistic approaches, and classroom management techniques were applied in real classroom settings. A qualitative methodology was employed, with data collected through classroom observations and direct teaching. The analysis focused on four pedagogical dimensions: planning, linguistic aspects, methodology, and learning management. Results indicated that planning supported lesson organization and clarity, though challenges emerged in adapting methodologies to students diverse needs and maintaining effective classroom management. Linguistic approaches required ongoing adjustments to integrate grammar, vocabulary, and communicative skills in a balanced manner. Reflection on these experiences allowed for a deeper understanding of the daily realities teachers face, as well as the successes and difficulties encountered in practice. In conclusion, the findings highlight the importance of flexible planning, methodological adaptation, and active classroom management as key elements to strengthen instructional quality, professional growth, and the development of more effective teaching practices.