Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study focuses on systematizing the teaching experiences gained during the English as a Foreign Language (EFL) teacher training program. The objective was to reflect on and analyze the pedagogical aspects that positively and negatively influenced the pre-professional practices carried out during Practicum I and II. The research employed a descriptive qualitative approach, enabling the organization, description, and interpretation of observations and teaching experiences in primary and secondary education. Data were analyzed based on four main components: lesson planning, linguistic aspects, learning management, and methodology. The reflection process was grounded in academic literature and prior studies related to EFL teaching. Findings highlighted strengths in lesson planning, the use of teaching resources, and teacher-student interaction. Conversely, limitations were identified regarding the prevalence of traditional methodologies and limited exposure to the English language in the classroom. Finally, the systematization process led to conclusions and recommendations aimed at strengthening teaching practice and professional development.