Abstract:
This research aims to analyze the process of continuous teacher training for the
implementation of curricular innovations introduced in 2004 in Basic Education, at
the level of ZIP Beira-Mar, with a view to improving the professional performance of
teachers. The methodological approach adopted followed the precepts of mixed,
qualitative and quantitative research. 37 participants were selected, of which 30
teachers, 5 school directors, and 2 technicians, 1 from the SDEJT of Marracuene and
1 from the MINEDH. Data collection was based on the questionnaire survey,
interview and document analysis. For the analysis of results, content analysis and
statistical procedures were used, using Excel, to calculate percentages and create
graphs. The results of the research indicate that the continuous training, for the
introduction of curricular innovations, was not effective, a fact that affects the
professional performance of the teachers, because a considerable part had not
developed the necessary skills to face the new challenges. In conclusion, the
continuous training of teachers on curricular innovations in Basic Education at ZIP
Beira-Mar, was not comprehensive, as the teachers involved did not reply at the level
of their schools. In addition, continuous training actions are affected by factors such
as the lack of guidance documents for consultation in schools, combined with
difficulties for their interpretation by teachers; the poor psycho-pedagogical training
of teachers; the difficulties in guaranteeing permanent supervision by the directors
and senior management bodies, as well as involving the community.
