Formação inicial de professores como factor promotor da qualidade no ensino básico: caso do Institutode Formação de Professores da Matola

Abstract

The present research with the theme “Initial teacher training as a factor promoting quality in basic education” seeks to analyze the process of initial teacher training and its contribution to the quality of basic education, taking as its object of study the Matola Teacher Training Institute (IFPM). This is a case study, using a combination of a qualitative and quantitative approach, using a questionnaire, interview, document analysis and observation. The study used a simple probabilistic sample, consisting of 110 elements, of which 15 trainers, 93 trainees and 2 members of the Institute's Board of Directors. The research data reveal that the process of initial formation of teachers contributes to improving the quality of basic education. Contrary to previous models, in which the graduate teacher taught only one subject, the new training model, 12ª+ 3 years, enables the graduate to: teach several subjects, both in monolingual and bilingual teaching; teach and interact with adults and children; assist people with special educational needs and solve problems in the school environment. However, post-training and internships still need better monitoring because they can compromise the good performance of trained teachers and the quality of teaching(TRADUÇÃO NOSSA).