Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study focuses on the systematization of pedagogical experiences gained during the English as a Foreign Language (EFL) teacher training program. Its purpose was to analyze and reflect upon teaching practices carried out during pre-professional internships at the General Basic Education and Baccalaureate levels. A descriptive qualitative approach was employed to collect, organize, and interpret information derived from observation reports, lesson plans, reflective journals, field notes, and teaching practice records. The analysis was conducted based on four key components: planning, linguistic aspects, learning management, and methodology. The results revealed both strengths and challenges in English teaching, highlighting the importance of effective planning, proper classroom management, the use of appropriate methodological strategies, and the promotion of active student participation. The study underscores the value of reflective practice and systematic analysis as tools for enhancing teaching performance and fostering the professional development of future English teachers. Additionally, recommendations aimed at strengthening these areas are presented.