Systematization of pedagogical experiences in the EFL teaching training program

Abstract

Abstract: This project systematizes the pedagogical experiences gained during the pre-professional practice carried out in Practicum 1 and Practicum 2, with the purpose of organizing, analyzing, and interpreting the most meaningful learning moments from both observation and teaching stages. The systematization aimed to transform these experiences into knowledge that can support future pre-service teachers and contribute to a deeper understanding of English language teaching in local educational settings. A qualitative methodology was used, based on the descriptive and reflective examination of the documented experiences. The process followed a consistent analytical framework built around four aspects: Planning, Linguistic Aspects, Learning Management, and Methodology. These categories guided the review of classroom observations and the analysis of later teaching practices, allowing connections to be drawn between what was observed and what was implemented. The main conclusion indicates that effective teaching emerged from clear lesson objectives, meaningful use of English, supportive classroom environments, and varied instructional strategies; however, the experience also revealed the need for more spontaneous communicative practice, diversified materials, and pacing adjustments to ensure deeper student understanding.