Práxis docente no ensino de língua inglesa: reflexões sobre as emoções, experiências colaborativas e a construção da identidade docente de três estagiários da UniRovuma, Nampula, Moçambique

Abstract

This study aims to understand the process of English teacher education for working with large classes, with particular focus on the emotions and collaborative experiences that shape the construction of teacher identity. We seek to interpret the meanings attributed to the representations produced regarding English language teaching and the development of professional teacher identity. The study is grounded in Vygotsky’s sociocultural theory, which holds that the teaching practicum, developed through collaborative interactions, is a decisive stage in the education of future teachers. It is in this practical context that student teachers begin to grasp essential aspects of teaching, such as the learning-to-teach process, the phenomena that emerge in school settings, the challenges encountered in the classroom, and the strategies mobilized to address them. As Vygotsky (1998) argues, cognitive development occurs through interactions between more and less experienced participants, reinforcing the importance of social interactions in shaping professional growth. Methodologically, we conducted a qualitative case study during the second trimester of General Secondary Education, at Escola Secundária 12 de Outubro, a public institution located in the city of Nampula, Mozambique, between May and July 2023. Data were generated through semi-structured interviews, classroom observations, and field notes. Interactions with the student teachers and the observed classes were recorded with authorization in audio and video. The results show that strong influences from emotions, social interactions, and collaborative experiences shape teacher identity. The practices developed between student teachers and their supervisor created mediational spaces that fostered joint reflection, the sharing of experiences, and the development of pedagogical strategies. Furthermore, the use of Portuguese as pedagogical support and the adoption of flexible, diverse methodologies proved essential both for supporting students’ learning and fostering a reflective stance among trainee teachers. Overall, the findings indicate that becoming a teacher is a socially mediated process, marked by emotional involvement, context-sensitive practices, and opportunities for collaborative learning, elements that, together, contribute to the development of a more critical, confident, and culturally responsive professional identity within the Mozambican educational context.