Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study focuses on the systematization of pedagogical experiences within the English as a Foreign Language (EFL) teacher training program, aiming to analyze and reflect upon the positive and negative aspects of pre-professional teaching practices carried out in basic and secondary education. The study employed a descriptive qualitative approach, utilizing information from the final reports of Practicum I and Practicum II. Data were collected via observation sheets and reflective journals, focusing on six observed lessons and six lessons taught by the researcher. The analysis was organized into four components: planning, linguistic aspects, learning management, and methodology. The results demonstrate that lessons featuring clear objectives, contextualized activities, and communicative methodologies foster student participation and motivation. Conversely, the study identified that excessive use of Spanish, a lack of differentiation, and a lack of dynamic activities can hinder the development of communicative competence. It is concluded that the systematization of experiences strengthens teaching practice and promotes more meaningful and inclusive strategies for teaching English as a foreign language.