Abstract:
This research is part of the theme of teacher education, aiming to analyze how continuous training
is reflected in the students' learning and focuses on the continuous training of teachers of primary
education and is based on the theoretical assumption that continuous training is a permanent process
of perfecting the knowledge necessary to the teacher's activity and crucial in improving his teaching
practice and, consequently, in improving students' learning. However, in the Mozambican context,
the poor quality of students' learning leads to the formulation of the question: To what extend does
continuous training in primary school is reflected in students' learning? To seek a probable answer
to this question, the study was based on the assumptions of qualitative and quantitative research and
developed through bibliographic and document research, application of questionnaires and
interviews, classroom observations and was characterized by delimitation of the field of study that
were 8 schools of KaMavota Municipal District. The sample consisted of 49 teachers chosen by
convenience and 4 managers, randomly chosen. The data were collected using the questionnaire and
the interview. The Questionnaire was administered to teachers with the objective of gathering
experiences and their perception of continuous training. The interview was conducted to school
managers and aimed to assess their perception degree around the strategies of continuing teacher
education, the contribution of this in the students ' learning as well as the ideal strategy to be
followed. The purpose of da classroom observations was to understand how teachers teach and
students react to new approaches. The study allowed us to conclude that continuous training is not
effective in schools and, in cases where it happens, it is not taken with proper attention and the
strategies followed are not the most appropriate and, therefore, it has no impact on students'
learning. The conclusion that emanates from the study allowed us to present recommendations for
the different institutions that manage education, such as the re-introduction of fortnightly planning
on Saturdays, the reviving of pedagogical practices in the school, the creation of technical support
committees to the district Pedagogical support Committees and the creation of a model of
continuing training in schools taking into account local needs.
