Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract:This study systematizes the pedagogical experiences of an English-as-a-foreign-language teacher training program to critically analyze and reflect upon the dynamics both positive and negative of pre-professional teaching practices. Using a descriptive qualitative approach, the study systematized empirical data and accounts from Practicum 1 and 2, covering extensive classroom observations and direct teaching experience in General Basic Education and Unified General Baccalaureate settings. Furthermore, specific lessons were analyzed across four dimensions: planning, linguistic aspects, learning management, and methodology. This empirical foundation facilitated pedagogical reflections grounded in contemporary scientific literature, leading to practical conclusions and recommendations. Ultimately, the study concludes that a predominant reliance on traditional, mechanical, and teacher-centered methodologies restricts student autonomy. Consequently, this didactic model hinders the development of the genuine interest and sustainable motivation needed for students to view the second language as a valuable opportunity for academic and personal growth.