Systematization of pedagogical experiences in the EFL teaching training program

Abstract

Abstract: The document systematization of pedagogical experiences in the English as a Foreign Language (EFL) teacher training program sought to analyze and critically reflect on meaningful teaching and learning experiences in the context of English language education. This thorough analysis involves examining how pre-professional EFL teachers employed methodologies, strategies, activities, assessment practices, and delivery techniques during their teaching and observing experiences gained from Practicum I and Practicum II, so that a robust theoretical framework can be established to support reflection on these experiences. The participants were students whose ages ranged from 18 to 19 years old. A qualitative approach was implemented for this systematization of pedagogical experiences and observations, along with field journals as instruments. These findings, showed the importance of comprehensive pedagogical content knowledge, structured planning, balanced use of L1 and L2, interactive activities, flexible assessments, and real-world teaching experiences in fostering a high-quality, student-centered EFL environment. Mastery of these elements significantly enhances students success and development. Overall, the results underscore the need for an integrated and reflective teaching approach that addresses learners needs and promotes ongoing professional growth among EFL teachers.