Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This research analyzes the systematization of the English as a Foreign Language (EFL) teacher training program, aiming to reflect on and evaluate the strengths and weaknesses observed during pre-professional teaching practicums. The study employed a descriptive qualitative approach, enabling the organization and analysis of data gathered during Practicum 1 and Practicum 2. The first phase involved classroom observations, while the second consisted of teaching English as the lead instructor at the basic and secondary education levels. Several lessons were selected for in-depth analysis, focusing on key components such as lesson planning, linguistic aspects, learning management, and methodology along with their respective sub-components. The results reveal that a significant number of teachers continue to employ traditional approaches, repetitive activities, and outdated techniques in foreign language instruction. Consequently, this limits students' ability to develop genuine interest and sufficient motivation, hindering their perception of the second-language learning process.