The teaching profession, particularly within the context of English language education, plays a

fundamental role in shaping the educational landscape. As highlighted by Utheim R. (2023), the freedom

to learn is essential for individuals to develop their full potential and participate meaningfully in society.

Aligning English language instruction with the local environment presents unique challenges. The pre-

professional internship is a program designed to bridge the gap and correlate theoretical knowledge with

These internships provide an invaluable opportunity for future educators to immerse themselves in the

teaching profession, observing and engaging with the real- world classroom environment. Through

exploratory research conducted in various educational institutions, the program aims to familiarize

students with the occupational field of English teachers, the ideal teacher profile, and the standards and

understanding of the local context and build relationships within that environment. This study addresses

the research question: How do pre-professional internships help future educators familiarize themselves

with English language education's unique challenges and teaching methods? By exploring this question,

the research aims to identify how internships contribute to understanding and addressing these

The study aims to familiarize the observer with the professional context of an English as a Foreign

Language teacher. Understanding how pre-professional internships influence future educators'

familiarity with the teaching profession is crucial for developing effective educational policies and

teacher training programs. This research, grounded in observations from pre-professional internships,

offers priceless insights into the practical experiences that shape teaching methods and effectiveness.

The data collected reveal several vital themes that underscore the importance of contextualized teaching.

Teachers frequently use didactic materials tailored to students' levels, such as flashcards, specialized

books like "Cambridge Super Minds," and digital platforms like Idukay. Sarjoni et al. (2020) discuss

the significance of Technological Pedagogical Content Knowledge (TPACK) in teaching reading skills;

she emphasizes integrating technology into pedagogy and content knowledge to enhance reading

instruction. Effective classroom management strategies, including non-verbal cues and flexible seating

arrangements, are essential for an engaging learning environment. Additionally, the switching between

English and Spanish in instruction reflects the importance of language contextualization, ensuring that

The present study was based on a qualitative design with a descriptive approach to familiarize the

observer with the professional context of an English as a Foreign Language teacher. Busetto et al. (2020)

explain the qualitative design as the study of phenomena that is usually written in words and aims to

describe the quality and its characteristics, as well as the context in which the phenomena occur and the

perspectives from which it is perceived. Also, Asmawi and Alam (2024) report that this design is used

in a wide variety of disciplines, including education, and values the diverse aspects of human nature and

culture behavior. Furthermore, Tomaszewski et al. (2020) emphasize that qualitative design values the

people's experiences, being subjective and taking account of the perspectives of the participants and the

First of all, the study focuses on describing the context in which the EFL teachers develop. This gets the

observer involved in the educational field and its components, including the teaching and learning

process, and also identifies the teaching professional requirements needed to work as an EFL Teacher.

For that, the researchers designed an activity plan, which includes this project's details, approximating

Additionally, the pre-professional internships observed covered a total of 80 hours that were divided

into 3 important phases: theoretical phase, practical phase and research phase. The initial phase with a

duration of 20 hours is based on the necessary knowledge required by teachers in training to understand

and adequately perform the second phase, the practical phase with a duration of 40 hours that focuses

The participants observed during the research were the teachers assigned by the private school in the

parallels in their charge together with the teachers in training in their development of the pre-

professional internships. The assigned parallels were 2'd EGB, 3rd EGB, and 7h EGB. Conclusively,

for conducting this research, the process followed was an exploration of the theoretical content,

observation class, collection, and systematization of the data through the instrument "field notes",

This research study aims to familiarize pre-service teachers with the importance of the professional

context of an English as Foreign English language Teacher, providing valuable insights into teaching

Through the qualitative research conducted, several key findings emerged from the analysis of the field

notes. In the graph, the indicators used were 5. First, the teacher frequently used didactic materials such

as flashcards, specialized textbooks like "Cambridge Super Minds," and the digital platform Idukay

(60%). Yanes and Mostafa (2020) discuss the importance of catering to diverse learning styles in the

context of a machine learning-based recommender system designed to improve student's learning

experiences; they emphasize the need for various learning materials and formats to address different

learning styles. This includes using videos, interactive simulations, and text-based resources, ensuring

that all students can engage with content in a way that suits their preferences. Yasin and Mohamad

(2024) argue that the correct implementation in the use of visual aids plays a vital role in conveying

meaning and enhancing understanding of vocabulary. They help to illustrate concepts that may be

academic and moral development. According to Yasin et al (2022), it's essential to set clear rules and

expectations from the beginning of the course. This clarity helps students understand what is required

Now, language contextualization is used in instruction, with the teacher frequently switching between

Spanish and English (80%). This strategic use of language aimed to accommodate students' language

proficiency levels, ensuring that instructions and explanations about the topic and activities were

accessible and understandable to all. Sotlikova (2023) points out that incorporating students' native

languages can significantly aid comprehension. This approach allows students to process information

Additionally, the teacher consistently employed feedback mechanisms (100%), demonstrating a

teaching. It aimed at enhancing engagement and learning outcomes. This way, teachers can ensure that

all students receive equitable educational opportunities tailored to their abilities and requirements.

Adopting a communicative approach in teaching productive skills promotes authentic communication

and interaction, allowing students to practice speaking and writing in real-life contexts. The

implementation of task-based language teaching, where students engage in meaningful tasks that require

the use of productive skills. Azis et al, (2023) mention that the implementation of task-based language

teaching, where students engage in meaningful tasks that require the use of productive skills, can foster

The pre-professional internship as a means of introducing students to the professional reality is an

teachers of English as a foreign language manage their classes is extremely important and allows the

teachers in training to broaden their panorama and learn how to develop themselves in these situations,

as well as to be adaptable and flexible to the situations they are presented with and above all, this early

In terms of what was observed and analyzed during the development of the pre-professional practices

by the students in formation, the correct implementation and effectiveness in fostering student

engagement and learning outcomes in an English as a Foreign Language (EFL) context relies on the

strategic use of diverse didactic materials, effective classroom management, and bilingual education;

these elements are essential components that increase a thriving learning environment. It's incredible

how this differentiation is crucial to support varied learning styles and enhance the educational

Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research.

Fossland, T., & Sandvoll, R. (2021). Drivers for educational change? Educational leaders' perceptions