1.Ser professor: reflexão e análise sobre as propostas do plano estratégico do ensino superior moçambicano (2012-2020)
kuva mudzidzisi: kufungisisa uye kuongorora pamusoro pezvikumbiro zvedzidzo yepamusoro-soro muMozambique panguva inosanganisira (2012-2020)
Keywords:
Professor do Ensino Superior, Formação, Aprendizagem dos estudantes, Qualidade do ensinoAbstract
This research entitled "being a teacher - reflection and analysis on the proposals of the strategic plan for mozambican higher education (2012-2020)", intended to analyse, over a decade, what is the degree of compliance with the strategic plan for higher education (2012-2020), although this research extends the temporal period to the year 2022. The field of study was a higher education institution (HEI) in Mozambique. The document referred to proposed an evolution of the academic degree for teacher training, both in access and in continuity of functions, in the period between the year 2012 and the year 2020. Regarding the theoretical framework, we sought to deepen the theme, basing the bibliographical research on reference documents and authors. As a methodological option, a quali-quantitative methodology was chosen, so data collection was carried out through institutional documents that were interpreted from a reflection supported by the arguments of different authors. The results of this study show that, in the institution under study, teacher training has become a priority, with a reduction in the number of graduate teachers (73%). In 2012, graduates represented the majority (82.5%) and in 2022 there was a much lower percentage (9.5%). It should be noted that the percentage of masters increased (60.7%), i.e. from 15% to 75.7%. There was also a slight increase in the percentage of lecturers with a doctoral degree (12.3%), which rose from 2.5% to 14.8%. Thus, it can be concluded that this HEI is concerned with and has promoted teacher training and it can also be deduced that this investment will have a return in the training of students and in the development of the country, considering that it is assumed that the higher education teacher has a central role in terms of the quality standards of student learning. It is inferred that the more qualified these professionals are, the more likely they are to contribute with their knowledge and skills to the construction of a fairer and more democratic Mozambican society.
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