The aim of this research was to develop an educational product focused on the
wellbeing of pre-service language teachers. As an English undergraduate student at
the Federal University of Pará (UFPA), I have experienced many challenges and
difficulties throughout my trajectory which have had an impact on my wellbeing and
sparked my interest in investigating this topic. Wellbeing is a construct that emerges
from the interaction between personal characteristics and socio-contextual factors in
all areas of human life; the aim of this interaction is to find meaning and connection
with the world (Mercer; Gregersen, 2020). Various factors contribute to promote a
person's wellbeing and flourishing, such as positive emotions, engagement,
relationships, meaning and achievement (Seligman, 2011). In this research, the
educational product developed is the Aflorar digital guide, which aims to enhance the
wellbeing of pre-service language teachers through reflections and practices that can
help them find points of balance in favor of their wellbeing. As a theoretical framework,
we draw on studies conducted by Borges (2024), Mercer (2021), Mercer and
Gregersen (2020), Oxford (2016a, 2018, 2020), Seligman (2011), Sulis et al. (2021),
among others. The methodology adopted was applied research with a qualitative
approach involving English undergraduate students at the School of Modern Foreign
Languages (FALEM), at the UFPA, located in Belém. Four questionnaires were used
to generate data. In the conception stage, bibliographical research and research of
guides on teacher wellbeing were carried out. To characterize the context,
documentary research was conducted. And in order to direct the development of the
Aflorar guide's resources, a questionnaire was applied in which nineteen participants
collaborated, with the aim of getting deeper insights into the audience and their
wellbeing related needs. The guide was tested, evaluated, and validated with ten
participants along two in-person meetings and two meetings involving asynchronous
activities. Among the results of this investigation, a positive impact on the participants'
wellbeing was evidenced, favoring reflection, identification and understanding of
emotions, an increased appreciation of positive experiences, as well as improved time
management to prioritize activities that promote their wellbeing. In addition, the guide's
resources provided a more positive outlook regarding the challenges faced by participants and facilitated the strengthening of positive relationships. We anticipate
that the Aflorar digital guide will make a valuable contribution to the field of language
teaching and learning while also positively influencing the wellbeing of pre-service
teachers.
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