Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This study systematizes the pedagogical experiences gained during the English as a Foreign Language teacher training program's practicum in basic and secondary education. The aim was to reflect on the positive and negative pedagogical aspects observed and experienced as a trainee teacher, considering how lesson planning, linguistic elements, learning management, and teaching methods influenced classroom practice. A qualitative-descriptive approach was used to organize and interpret data from observation logs and lesson plans. Twelve classroom experiences were analyzed: six involving the role of observer and six involving the role of lead teacher. The findings indicate that effective English teaching relies on coherent planning, clear linguistic mediation, respectful classroom management, and methods that link the language to meaningful participation. The study also highlighted the crucial roles of motivation and teacher sensitivity, noting that a well-prepared lesson can lose its effectiveness if students do not feel engaged. This process strengthened pedagogical awareness and enabled the formulation of useful recommendations for future teaching practice.