Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study aimed to systematize the pedagogical experiences developed within an English as a Foreign Language (EFL) teacher training program. The methodology employed a qualitative approach involving the analysis of classes observed during Practicum I and classes taught as the lead teacher during Practicum II. These teaching practices were systematically described, critically reflected upon, and scientifically grounded. The results showed that all classes were adequately planned and conducted in alignment with specific topics, content, and objectives, while taking students' learning needs into account. Furthermore, the teachers demonstrated competencies such as technical language proficiency, pedagogical skills, and assessment capabilities, facilitated by the use of appropriate teaching methodologies such as guided discovery and the Communicative Approach to language teaching. Consequently, it is concluded that these practices play a fundamental role in teaching, as they contribute to the development of essential skills including lesson planning and learning management and other competencies necessary for the teaching profession.