Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: This study focuses on the systematization of pedagogical experiences in the English as a Foreign Language (EFL) teacher training program, with the purpose of analyzing and reflecting on the positive and negative aspects of the pedagogy of pre-professional practicums as a future EFL teacher. The qualitative method was applied to the development of this systematization, which consisted of collecting information based on the practices developed in Practicum 1 and Practicum 2 within an educational institution. This involved observing classes taught by primary and secondary school teachers; the second was the performance of the teacher's role. For the systematization, the application of four pedagogical aspects was considered: planning, linguistic aspects, learning management, and methodology. Teaching English required establishing innovative strategies and updated methodologies with clear objectives, fostering meaningful learning for students; however, large class sizes limit participation and time. Therefore, the development of this work contributes to teacher training in language teaching by highlighting the implementation of pedagogical practices where learning is more dynamic, flexible, and student-centered.