Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study focuses on the systematization of pedagogical experiences within an English as a Foreign Language (EFL) teacher training program. Its objective is to reflect upon and analyze pedagogical aspects identified during pre-professional teaching practicums. The study employed a descriptive qualitative approach, systematizing information gathered during practicums 1, 2, and 3. These experiences encompassed observation activities and English lessons conducted at the general basic education and high school levels. Six lessons were selected, described, and analyzed in detail, broken down into four main elements and their respective sub-elements: planning, linguistic aspects, learning management, and methodology. Based on these elements, critical reflections grounded in theory were developed to formulate conclusions and recommendations aimed at strengthening teaching practice. The study determined that contextualized content, visual resources, and interactive activities foster participation and meaningful learning; furthermore, communicative interactions, student autonomy, technology integration, and diagnostic assessment need to be reinforced to optimize the English language teaching and learning process.