Formação continuada de professores: uma análise das modalidades e práticas mais frequentes em algumas escolas primárias públicas moçambicanas

Abstract

This paper presents results of a research which tried to find out how continued teacher training practices are formed in Mozambique. It was carried out in nine public primary schools in Boane District, Maputo Province. The main objective of the research is to contribute in the articulation of a training model that values the school premise and permanent reflection-action-reflection approach as a crucial tool for a continued teacher training in order to improve the teaching quality in Mozambican primary schools. The sample teachers involved in the research acknowledge the importance of pedagogical meetings to be fundamental tools for teacher development. Nevertheless, the same teachers admit that creativity and actions that would enable the identification of the teaching difficulties and project elaboration that would enhance pedagogical practices and learning do not appear to be taken into account very often. Many in-teacher enrichment actions to help teachers improve their teaching skills have been organized by the Ministry of Education, Provincial and District Education Directorates but they have not yielded the expected pedagogical practices. This research, therefore, proposes to create a permanent teacher training model which consists of conception of discussion programs and difficulty identification of teacher practices in order to develop teachers’ professionalism based on reflection-action-reflection approach and teaching-learning processes bearing in mind the new trends in permanent teacher training which will consequently improve teaching and learning quality. The study proposes that there should be time available for schools to discuss and identify pedagogical and teaching problems and elaborate solution projects to overcome them; it also proposes that the Ministry of Education, through INDE (The National Institute for Education Development) should supervise and support schools during conception as well as the implementation of these pedagogical projects in order to solve the identified problems.