CRITICAL ASSESSMENT OF THE QUALITY OF THE ENGLISH LANGUAGE TEACHER TRAINING PROGRAMME FOR PRIMARY SCHOOLS IN ZAMBÉZIA PROVINCE, MOZAMBIQUE

Gregório Jorge Gonçalves

Abstract


This paper presents a contextual approach on the analysis of the quality of English language teachers training model 10 + 1 at the teacher training college in Zambezia province. The paper focuses on the quality in a didactic-pedagogical perspective and the teacher training process at the teacher training college for primary schools. The approach is targeted at the analysis of the quality in teacher education. For the effectiveness of this paper, it was identified and described the main factors that influence the quality, and the paper suggests strategies for the improvement of the English language teacher training at the teacher training colleges in Quelimane, Nicoadala and Morrumbala. To match the theme and the analysis expectations, the qualitative methodology was chosen for this study by using interviews, documental analysis and review of the literature as a means of data collection. The interviewer draws analysis of the information taking into account the responses from the respondents and the real situation observed in the field where the research took place. Henceforth, through the analysis from the interviewees and information from the documents it is concluded that the quality of English language teacher training course at the Teacher Training Colleges is unsatisfactory due to several problems of the reality of the English language teacher training process itself.

 

Este artigo apresenta uma abordagem contextual sobre a análise da qualidade de formação de professores de inglês do modelo 10 + 1, na província da Zambézia. O artigo enfoca a qualidade de formação de professores de inglês numa perspectiva didáctico-pedagógica Para a eficácia deste artigo, foram identificados e descritos os principais factores que influenciam a qualidade, e o artigo sugere estratégias para a melhoria da formação de professores de inglês nos institutos de formação de professores em Quelimane, Nicoadala e Morrumbala. Para corresponder ao tema e às expectativas de análise, a metodologia qualitativa foi escolhida para este estudo por meio de entrevistas, análise documental e revisão da literatura como meio de produção de dados. O pesquisador faz uma análise da informação tomando em conta as respostas dos entrevistados e a situação real observada no campo em que a pesquisa ocorreu. Através da análise dos entrevistados e informações dos documentos conclui-se que a qualidade do curso de formação de professores de inglês nos institutos de formação de professores é insatisfatória devido a vários problemas da própria realidade do processo de formação.

 

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Keywords


English, language, teacher, training, quality / Inglês, língua, professor, formação, qualidade

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References


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DOI: http://dx.doi.org/10.46827/ejel.v0i0.2229

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