Systematization of Pedagogical Experiences in the Efl Teaching Training Program

Abstract

Abstract: This research aims to analyze and reflect upon the pedagogical experiences of the Teacher Training Program for teaching English as a foreign language in General Basic Education and Baccalaureate levels, utilizing the systematization of pedagogical experiences. The study adopted a descriptive qualitative approach to organize and examine information gathered during Practicum I and Practicum II, which involved classroom observations and teaching experiences as the lead instructor. Four fundamental aspects planning, linguistic elements, learning management, and methodology were analyzed across various lessons taught. These elements fostered critical reflection supported by scientific literature and enabled the formulation of conclusions and recommendations. The results demonstrated that structured planning, communicative methodologies, effective classroom management, and contextualized language teaching foster motivation, participation, and language acquisition, while also strengthening pedagogical skills and reflective teaching practice. Furthermore, the systematization process identified strengths and areas for improvement in teaching practice, thereby promoting informed decision-making and the professional development of future English teachers.