Studies on initial teacher education in Mozambique and its relationship with teacher training policies (2012-2017)

Santa Mónica Julião Mugime, Feliciano Mapezuane Mahalambe, José Cossa, Carlinda Leite

Abstract


The article reports a study that aimed to analyze the state of the art of the research produced in Mozambique on initial teacher education (ITE) in its relationship with education policies. A mapping of studies on “initial teacher education in Mozambique” was carried out, through scientific articles and doctoral theses written by Mozambicans in the period between 2012 and 2017, and 20 articles were identified. However, seven articles were excluded because they had not been published in journals or periodicals. Regarding the theses, four were identified. For the identification of articles and theses, the keywords initial training/education, teachers, and Mozambiquewere used. The findings suggest diverse approaches to ITE, with an emphasis on criticizing the diversity of teacher training models, issues of school inclusion and inclusive education. In particular, the intentions of the discourses conveyed in educational policies were not reciprocated in Initial Training Education curricula and in the professionalization of teacher training.

 


Keywords


Mapping; Initial teacher education; Teachers; Mozambique



DOI: https://doi.org/10.14507/epaa.27.4250

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