A formação de professores primários em Moçambique: Desenvolvimento da Competência Docente dos Formandos durante o Estágio, no Modelo 10ª+1+1 (estudo de caso na Província de Tete)

Abstract

This research project aims at analysing the primary teacher education process in the IMAPs, with a view to contribute with concrete proposals to improve the development of teacher competence during the student teaching practicum, in the 10th+1+1 teacher education model. I selected this model considering that a student teaching practicum of one year provides better opportunities for competence development in teacher education than shorter periods, because the future teacher participates in all school activities. Therefore, this dissertation: 1. describes and analyses the problems of IMAP primary teacher education, especially in the 10th+1+1 model, as the most appropriate for the actual phase of Education in Mozambique; 2. analyses the 10th+1+1 model as the opportunity to give the future teacher a long period of teaching practice, the student teaching practicum; 3. formulates hypotheses about discussing and living competence in the daily life of the teacher both during teacher education and in his professional practice; 4. enhances de concept of competence as a concept to be developed during the entire period of teacher education, a concept that is instrumental in educating teachers that are capable of ensuring a high quality of teaching; 5. makes clear, in the analysis and interpretation of the data, how the teachers understand competence, how they use it and give it the importance it deserves. 6. concludes with some pertinent considerations about the importance of competence development during teacher education and professional teaching practice. Competence development will improve the quality of the teachinglearning process in our schools. Also, I put forward a number of aspects that should be taken into account for the reintroduction of the 10th+1+1 model in our teacher education institutions