Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract:This study focuses on the systematization of pedagogical experiences within the English as a Foreign Language (EFL) teacher training program. Its purpose is to analyze and reflect upon the positive and negative pedagogical aspects of professional practice as an English teacher. A qualitative approach was employed to systematize information gathered during Practicums I and II, which involved classroom observations and English language teaching at the basic general education and high school levels. Additionally, selected classes were analyzed to examine four key elements: lesson planning, linguistic aspects, learning management, and teaching methodology. These elements underpinned a critical reflection grounded in academic literature, enabling the formulation of conclusions and practical recommendations. The results demonstrated that effective planning, adequate linguistic support, positive learning management, and student-centered methodologies fostered meaningful English learning. However, some classroom practices continued to rely on repetitive activities and teacher-centered instruction, highlighting the need to strengthen the implementation of communicative and innovative approaches.