Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study focuses on systematizing EFL teaching experiences gained during pre-professional practicums with students ranging from the fifth year of basic education to the third year of high school. The study employed a qualitative descriptive method, capturing information from Practicum I and Practicum II. Classroom observation sheets and narrative reflections were used to gather data on the researcher's teaching experiences in the roles of both observer and lead teacher. The analysis covered four components: planning, linguistic aspects, learning management, and methodology. Results indicated alignment among lesson objectives, classroom activities, and assessment methods, as well as the use of scaffolding strategies and contextualized instruction. The analysis also revealed certain challenges, such as limited communicative interaction, inadequate diagnostic assessment, a high frequency of teaching in Spanish, limited use of technology, and some classroom behavioral issues. These findings served as the basis for conclusions and recommendations aimed at improving English language teaching and teacher training.