Systematization of pedagogical experiences in the EFL teaching training program

Abstract

Abstract: The systematization of pedagogical experiences was developed within the framework of teacher education in English as a foreign language, with the aim of analyzing the learning processes and formative teaching experiences that emerged throughout academic training. This research study adopted a qualitative approach, based on the evaluation and interpretation of the activities designed for Practicum I and Practicum II. The research design was grounded in direct classroom observation, complemented by an analysis of planning, linguistic aspects, learning management, and methodology related to teaching performance within real educational contexts. The findings reveal a steady and progressive development of the pre-service teacher during the internship process, highlighting the acquisition of pedagogical competencies and the effectiveness of modern communicative strategies. In conclusion, this systematization proves that establishing clear learning objectives and contextualizing content are fundamental pillars for educational success. Furthermore, transitioning from traditional models to student-centered methodologies, such as Task-Based Learning, transforms the learner s role from passive to active, effectively strengthening professional growth and the overall quality of English language instruction in authentic scenarios.