Training and development of science teachers in Angola
Concepts and practices
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The dynamics of education systems and the complexity of teaching practice arouse glances at the teacher training contexts that ensure the integration of theory into practice as a facilitator of personal autonomy. When students of science degree courses begin their pedagogical training, they come into contact with the school environment and teaching practice. In this phase of transition, from student to teacher, the future teacher needs to be accompanied by more experienced teachers, through practical processes of supervision, in order to ensure human and professional growth. The initial and co...
The dynamics of education systems and the complexity of teaching practice arouse glances at the teacher training contexts that ensure the integration of theory into practice as a facilitator of personal autonomy. When students of science degree courses begin their pedagogical training, they come into contact with the school environment and teaching practice. In this phase of transition, from student to teacher, the future teacher needs to be accompanied by more experienced teachers, through practical processes of supervision, in order to ensure human and professional growth. The initial and continuing formation of science teachers is assumed at the level of educational policy and research as a central factor for the future teacher to develop essential competencies that will allow him/her to exercise the teaching activity. In the case of the pedagogical traineeship in initial training, which is supervised by a teacher in the area, pedagogical supervision aims at monitoring pedagogical practice with a view to developing the trainee's personal and professional skills.
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