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Authors
Abstract(s)
O presente estudo tem como objetivo geral analisar as perceções sobre a formação e
competências do professor do ensino secundário, na visão de gestores, docentes e diplomados
por um Instituto Superior de Ciências da Educação de Angola (ISCED). Para tal, foi delineada
a seguinte questão de investigação: Quais são as perceções sobre a formação e sobre que
competências devem os professores do ensino secundário desenvolver, e que formação lhes
deve ser assegurada?
O estudo é de índole qualitativo, de cunho descritivo e predominantemente fenomenológicointerpretativo
com recurso a técnicas mistas de recolha de dados. Procedeu-se à análise
documental do Plano de Desenvolvimento Institucional (PDI) do ISCED, recorreu-se a
entrevista semiestruturada aos gestores e inquiriram-se por questionário os docentes e os
diplomados pelo ISCED em que se centra o nosso estudo. Entretanto, para o processamento
de dados, recorreu-se à análise de conteúdo e a estatística descritiva, respetivamente, para os
gestores e para os docentes e diplomados. A recolha de dados foi desenvolvida entre os meses
de setembro e outubro de 2019 e fevereiro, março e abril de 2020 no ISCED e em duas escolas
de magistério e oito escolas secundárias da província em que se situa o ISCED. Inquiriram-se
sete gestores, cinquenta e dois docentes e duzentos e setenta e nove diplomados.
A análise efetuada permitiu constatar que formar professores licenciados competentes para o
exercício docente no ensino secundário, não é uma tarefa fácil, é, antes, um processo complexo
e dinâmico. De acordo com as perceções dos participantes deste estudo, a formação de
professores no ISCED é de índole académica, predominando um modelo expositivo-explicativo
e referem estar satisfeitos, académica e cientificamente. Quanto à formação docente naquele
Instituto, à grelha curricular, aos conteúdos e à avaliação, os gestores, docentes e diplomados
afirmaram serem adequados parcialmente. A maioria dos participantes docentes do ensino
secundário considera, ainda, que a formação académica, pedagógica e científica obtida no
ISCED muniu-os de competências essenciais para lecionar, contudo, entre as maiores
preocupações durante a formação, os inquiridos destacaram as práticas pedagógicas e o
intercâmbio interinstitucional.
Com efeito, espera-se que este estudo traga uma reflexão e compreensão sobre a formação
inicial dos professores, sua contribuição na construção e aquisição de competências
profissionais necessárias à docência dos futuros diplomados pelo ISCED, num momento em
que as exigências e os requisitos na seleção dos candidatos à docência nos concursos públicos
de ingresso ao Ministério da Educação, em Angola, estão cada vez mais difíceis.
The present study aims at the general analysis of perceptions about the formation and competences of the secondary education teacher, in the view of managers, teachers and graduates of a Higher Institute of Educational Sciences in Angola (ISCED). To this end, the following research question was outlined: What are the perceptions about formation and what competences should secondary school teachers develop and what formation should they be provided with? The study is exploratory, qualitative, descriptive and predominantly interpretive, using mixed data collection techniques. A documental analysis of the Institutional Development Plan (IDP) of ISCED was carried out, a semi-structured interview was used with managers and the teachers and graduates by the ISCED in our study were asked by questionnaire. However, for data processing, content analysis and descriptive statistics were used, respectively, for managers and for teachers and graduates. The pool of data was developed between September and October 2019 and February, March and April 2020 at ISCED and in two teaching schools and eight secondary schools in the province where ISCED is located. Seven managers, fifty-two professors and two hundred and seventy-nine graduates were asked. The analysis carried out showed that to educate qualified teachers for teaching in secondary education is not an easy task, it is, rather, a complex and dynamic process. Respondents revealed that teacher formation at ISCED is of an academic nature, with a predominant theoretical and explanatory model, with teachers and graduates being partially satisfied, academically and scientifically, with regard to teacher formation at that Institute; as for the curriculum, content and assessment, managers, teachers and graduates stated that they were partially adequate; for this reason, perhaps, they agreed that the academic, pedagogical and scientific formation obtained at ISCED provided them with essential competencies to teach in secondary education. However, among the biggest concerns during training, respondents highlighted pedagogical practices and inter-institutional exchange. Indeed, it is expected that this study brings a reflection and understanding about the initial training of teachers, their contribution to the construction and acquisition of professional competences necessary for teaching future ISCED graduates, at this time when the demands and requirements in selection candidates for teaching in public examinations for admission to the Ministry of Education are increasingly difficult.
The present study aims at the general analysis of perceptions about the formation and competences of the secondary education teacher, in the view of managers, teachers and graduates of a Higher Institute of Educational Sciences in Angola (ISCED). To this end, the following research question was outlined: What are the perceptions about formation and what competences should secondary school teachers develop and what formation should they be provided with? The study is exploratory, qualitative, descriptive and predominantly interpretive, using mixed data collection techniques. A documental analysis of the Institutional Development Plan (IDP) of ISCED was carried out, a semi-structured interview was used with managers and the teachers and graduates by the ISCED in our study were asked by questionnaire. However, for data processing, content analysis and descriptive statistics were used, respectively, for managers and for teachers and graduates. The pool of data was developed between September and October 2019 and February, March and April 2020 at ISCED and in two teaching schools and eight secondary schools in the province where ISCED is located. Seven managers, fifty-two professors and two hundred and seventy-nine graduates were asked. The analysis carried out showed that to educate qualified teachers for teaching in secondary education is not an easy task, it is, rather, a complex and dynamic process. Respondents revealed that teacher formation at ISCED is of an academic nature, with a predominant theoretical and explanatory model, with teachers and graduates being partially satisfied, academically and scientifically, with regard to teacher formation at that Institute; as for the curriculum, content and assessment, managers, teachers and graduates stated that they were partially adequate; for this reason, perhaps, they agreed that the academic, pedagogical and scientific formation obtained at ISCED provided them with essential competencies to teach in secondary education. However, among the biggest concerns during training, respondents highlighted pedagogical practices and inter-institutional exchange. Indeed, it is expected that this study brings a reflection and understanding about the initial training of teachers, their contribution to the construction and acquisition of professional competences necessary for teaching future ISCED graduates, at this time when the demands and requirements in selection candidates for teaching in public examinations for admission to the Ministry of Education are increasingly difficult.
Description
Keywords
Formação de professores Competências transversais Profissão docente ISCED - Angola