Systematization of Pedagogical Experiences in the EFL Teaching Training Program

Abstract

Abstract: The Systematization of Pedagogical Experiences in the EFL Teacher Training Program was developed with the objective to analyze and reflect on the pedagogical experiences acquired during pre-professional teaching practices in English as a Foreign Language (EFL) contexts. The study examines how both mentor teachers and future educators apply methodologies, strategies, activities, and classroom management skills to address common situations during Practicum I and II. A qualitative methodology based on the systematization of experiences was employed, using classroom observation and teaching practice as the main data collection techniques. The participants involved in the systematization process were the mentor teacher, the pre-service English teacher (researcher), and approximately 35 to 38 students from each observed classroom in both EGB and BGU levels. The resources used throughout the process included lesson plans, observation formats, field journals, textbooks, audiovisual materials, and digital educational resources used during classroom instruction. The instruments used included observation records, field journals, lesson plans, and reflective notes collected throughout the practicum process. The main conclusion was that effective EFL teaching requires adapting methodologies, strategies, activities, and classroom management practices to students' characteristics and learning needs, highlighting the importance of flexibility and reflection in the development of effective teaching practices.