Systematization of pedagogical experiences in the EFL teaching training program

Abstract

Abstract:This document systematizes the pedagogical experiences developed in the EFL teaching training program during Practicum I and II. Its purpose is to examine how classroom observations and main-teacher practice contributed to the consolidation of professional competencies. The process began with a theoretical framework that informed the description and analysis of both observed lessons and lessons taught, focusing on planning, learning management, linguistic aspects, and methodology. Each account integrated reflective insights that linked pedagogical principles with classroom evidence. Experiences in basic and upper-secondary contexts provided complementary perspectives on instructional decision-making, English-immersion practices, learner interaction, and the adaptation of teaching strategies to diverse needs. Through this systematic reconstruction, recurrent patterns, challenges, and strengths were identified across both practicum periods. The document concludes with synthesized findings and recommendations aimed at enhancing pedagogical coherence, inclusivity, and methodological flexibility in EFL teaching. Systematization thus transformed practice into structured knowledge and reinforced reflection as a central component of teacher development.