Os diversos modelos de formação inicial de professores para o ensino primário de Moçambique: permanências e rupturas
Resumen
The study investigated the Initial Training of Primary School Teachers in Mozambique,
in order to understand how the current training models contribute to the construction of
professionalism in teaching. In this context, the need to carry out this research arose,
around training in the social recognition of an activity as a profession, determined in the
literature on the sociology of professions and education. The research aims to analyze
professionality data in several demonstrations that guide FIP in Mozambique, in the
initial training models 10th class + 1 year, 10th class + 3 years and 12th class + 3 years.
This is a qualitative research based on the description and analysis of documents, the development of the study continued based on questionnaires made to nine (9) trainers,
twelve (12) trainees and four (4) managers.
The study was based on the possibility of reinforcing the cohesion between discourses
and practices constructed in ITE and clarifying the concept of professionality intended
in ITE for Primary Education. The results indicated that there is a total lack of harmony
between the concepts of professionalism, teaching shown in the different guiding
documents, speeches by training agents and the teaching practice of trainers. In relation
to the specificities of professionalism, the power of decision-making and innovative
researcher stand out as one of the qualities recognized for teachers. However, this aspect
contradicts the reality shown, as the lack of power of trainers/teachers over changes to
curricula was verified and, despite the existence of some trainers with good
qualifications, it was noted that there is a lot of teaching practice aligned with
functionalization of what professionalism is
Colecciones
El ítem tiene asociados los siguientes ficheros de licencia: