Systematization of pedagogical experiences in the EFL teaching training program

Abstract

Abstract: The systematization of pedagogical experiences in the EFL teacher training program aims to gather, analyze, and reflect on practices and experiences carried out during Practicum 1 and Practicum 2. This qualitative study employs the systematization of experiences as its methodological framework to support a structured reflection on teaching and learning processes. A total of twelve classes were examined, six in a private institution and six in a public institution, across two educational levels: basic education and bachillerato, considering planning, linguistic aspects, learning management, and methodology of each class. Findings reveal that systematization of practices connects theoretical knowledge with practical application. Additionally, balanced L1-L2 use with visual assistance maximizes exposure to the target language, while explicit objective socialization improves student comprehension and engagement. The best way to develop communicative competence is to integrate different approaches, especially gamification, cooperative learning, and CLT. Teachers can adjust their strategies as needed due to this ongoing reflective analysis, which promotes critical reflective competencies for professional growth and teacher identity enhancement.