Avaliação comparativa do desempenho de professores de física no ensino secundário geral (ESG)-Cidade de Maputo

Abstract

Teachers, due to the role they play in the teaching-learning process, are a fundamental factor in providing a safe and quality education. Aware of their role and their need to raise their level of knowledge and improve their performance in the classroom, many professors have completed higher education in recent years at the Pedagogical University (UP) and other higher education institutions. However, what has been verified is the poor quality of training of students, substantiated by the low pedagogical performance shown by teachers of general secondary education (ESG). This research work, whose theme is ''Competitive evaluation of the performance of the physics teacher at ESG - Maputo city'', fits in the context of educational research/research in Physics teaching, and aims to evaluate the performance Physics teachers, with and without psycho-pedagogical training. For the development of the work, 10 physics teachers from six secondary schools in the city of Maputo were selected, in order to compare the pedagogical performance of teachers without psycho-pedagogical training with the performance of teachers with psycho-pedagogical training, referring to the years 2004 and 2005. From the data collected, the results indicate that Physics teachers without psycho-pedagogical training (PSF) have better pedagogical performance than Physics teachers with psycho-pedagogical training (PF). Teachers complain about the inexistence of material conditions for the full exercise of their function, essentially for laboratory classes, and they consider it essential to create conditions for their complete professional training, which includes not only the psycho-pedagogical component but also the general and specific culture component of the area or discipline(s) of specialization.(TRADUÇÃO NOSSA)