Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study systematizes the pedagogical experiences generated within a teacher training program for English as a Foreign Language (EFL) covering basic and secondary education levels. The research aimed to examine and reflect upon teaching practices observed and implemented during the practicum, emphasizing lesson planning, language and its components, learning management, and pedagogy. Data were collected through direct classroom observation using an observation checklist and the execution of teaching practices within the EFL context, employing qualitative and reflective approaches. The results demonstrated that a communicative, collaborative, and student-centered approach positively influenced student engagement, motivation, and the development of linguistic competencies. The use of visual aids, interactive activities, games, contextualized tasks, and meaningful communication fostered vocabulary acquisition, grammatical knowledge, and oral interaction. Furthermore, classroom management and positive feedback contributed to creating favorable learning environments that encouraged confidence, commitment, and participation. Finally, the study concludes that effective lesson planning, communicative teaching methods, and positive teacher-student relationships are fundamental to creating meaningful learning experiences and enhancing linguistic development in the EFL classroom.