Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study presents a systematization of pedagogical experiences gained during the pre-professional practicum of an English as a Foreign Language (EFL) teacher training program. Its purpose is to analyze and reflect upon the teaching and learning processes experienced in various educational settings. A descriptive qualitative methodology was employed to organize, interpret, and analyze data collected during two practicum periods, which included classroom observations and direct teaching experiences at both the basic and secondary education levels. The analysis focused on four key aspects of teaching practice: planning, linguistic elements, learning management, and methodology. These elements were examined in light of theoretical insights into language teaching to foster critical reflection and informed pedagogical decision-making. The findings reveal the persistence of teacher-centered practices and limited methodological variety, factors that can impact student motivation and engagement. Consequently, the study highlights the value of reflective practice and the implementation of strat...