Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: The aim of this study was to systematize the pedagogical experiences gained during Practicum I and II within the context of English as a Foreign Language (EFL). The practicum took place at a state-subsidized institution with students ranging from 6 to 18 years of age, spanning basic education and high school levels. The study analyzed teaching practice and the contributions of lesson planning, linguistic aspects, learning management, methodology, resources, and professional development to the teaching-learning process. A qualitative-descriptive approach was employed, involving the analysis of data from lesson plans, observation records, and reflective journals. The results indicated that planning, communicative strategies, active learning, and educational materials had a positive impact on language learning and student participation. In conclusion, reflective teaching practice and the implementation of appropriate pedagogical strategies are essential for improving the teaching and development of English as a foreign language.