Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: This study presents the systematization of the pedagogical experiences developed during the pre-professional practicum in English as a Foreign Language (EFL). Its main purpose was to examine the experiences gained throughout both the observation and teaching practice stages and to reflect on how these experiences contributed to teacher preparation. A qualitative approach was adopted through the systematization of experiences, allowing the information obtained during the practicum to be organized. The study was based on the experiences developed during Practicum 1 and Practicum 2. During the first stage, twenty English lessons were observed, including ten in basic education and ten in bachillerato. During the second stage, twenty lessons were planned and taught at the same educational levels. The information gathered from these experiences was organized, described, and examined in order to reflect on different aspects of the teaching-learning process. The analysis showed that careful lesson planning, appropriate teaching strategies, effective classroom management, and the adaptation of activities to students characteristics played an important role in the development of English lessons. Overall, the systematization process provided valuable learning that strengthened teaching practice.