Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract:This study focuses on the systematization of pedagogical experiences within an EFL teacher training program. Its objective was to analyze pre-professional teaching practices carried out through observed and delivered English lessons at the General Basic Education and Baccalaureate levels. Information gathered during Practicum I and Practicum II was organized, described, and interpreted using a descriptive qualitative approach. Data were collected via observation logs, narrative summaries, lesson plans, and reflection sheets, while teaching materials and technological resources served as complementary sources for the analysis. Twelve selected lessons six observed and six delivered were systematized. The analysis centered on four key components: planning, linguistic aspects, learning management, and methodology. Findings indicated that organized planning, appropriate use of the target language, effective classroom management, and communicative methodologies fostered more meaningful EFL learning experiences. The study concluded that systematizing pedagogical experiences strengthened reflective practice and transformed pre-professional teaching experiences into pedagogical knowledge capable of guiding future EFL teachers in improving their professional practice.