Análise da contribuição da formação contínua de professores na aprendizagem dos alunos do ensino básico

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.