Abstract:
Bilingual education is pointed out as a modality that allows the achievement of satisfactory
results compared to the monolingual modality, since children enrolled in this type of
education have greater interaction and communication between the student and the teacher in
the classroom in the language of their domain. Faced with this reality, the present work
sought to analyze the perceptions of teachers and school managers of the Complete Primary
Schools of Mafuiane; Moamba Km 20; April 7th; Joaquim Chissano; Nsime and Mondoene
regarding the effectiveness of teacher training models in bilingual education in Mozambique.
Specifically, on the one hand, the consistency of teacher training models regarding the
modality of bilingual education in Mozambique was described; on the other hand, the
perceptions of managers and teachers involved in bilingual education in the Complete
Primary Schools of Mafuiane were discussed; Moamba Km 20; April 7th; Joaquim Chissano;
Nsime and Mondoene and finally, the didactic strategies adopted by the teachers of the
Complete Primary Schools in Mafuiane were explained; Moamba Km 20; April 7th; Joaquim
Chissano; Nsime and Mondoene. For this purpose, a combination of a qualitative-quantitative
approach was chosen, combined with a semi-structured interview; questionnaire survey and
observation as data collection tools. From the study carried out, it can be concluded that
bilingual education in the 4 schools is not positive, as the teachers teach without specific
training for this purpose, so we suggest investing in initial training and not in continuous
training.
