Systematization of pedagogical experiences in the EFL teaching training program

Abstract

Abstracthis study explores what English as a Foreign Language (EFL) teachers learn during their preprofessional training and examines the pedagogical practices they develop before starting their teaching careers. The main purpose is to critically reflect on these practices in order to encourage reflective teaching and support professional growth through experiential learning. The research was conducted in an educational institution that offered Basic General Education and High School levels. Data were collected through classroom observations, direct teaching experiences with Basic General Education students, and the preparation of lesson plans for higher-level learners as part of the pre-professional practice process.