Dynamics of pedagogical interaction: A study of teaching practices at secondary school X in Nampula

Abstract

The present article analyzes the dynamics of the pedagogical practices developed at Secondary School X, in Nampula, in light of the principles of interactive pedagogy, with the aim of identifying the main advances and obstacles to its implementation. A mixed-methods approach was adopted, involving the application of questionnaires to a sample of 136 participants, from a total population of 33 teachers and 206 students at the school. The sample consists of 30 teachers — including the pedagogical coordinator — and 106 students, representing 91% of the teachers and 56% of the students at the school. In addition, an interview was conducted with the pedagogical coordinator, alongside classroom observations. The data were organized into three analytical categories: (1) the role of the teacher in classroom management, (2) teacher training and pedagogical innovation, and (3) student-centered and participatory pedagogical strategies. Content analysis was the technique used for data analysis. The research findings indicate that interactive pedagogy is not yet consolidated within the context of classroom activities at the school. Teachers still adopt a traditional teaching model, in which students are not regarded as active agents in the teaching and learning process.