Training and educational practice of secondary school teachers in Lubango, Angola

Abstract

This research aimed to describe and understand the educational and curricular practices of teachers of moral and civic education in secondary schools in the city of Lubango, Angola. The reason for the investigation lies in the fact that there are no studies that make reference to this theme in the context of Angola. This is a case study research, based on qualitative and interpretive approaches, which studies a real situation in its everyday context. It was carried out in secondary schools and had an intentional sample of 17 participants. The in-depth interview technique and content analysis were used to collect, process and interpret the data produced in the research process. The results show that educational practice is deficient and makes use of traditional teaching and the transmissive model, and it is carried out by teachers who, for the most part, do not have initial training, because the admission criteria only value academic qualifications. The continuous training they receive does not reflect the real difficulties faced by teachers and the work carried out by the school administration in monitoring school activities is little known. For good educational practice to exist, it is essential to invest in the specific training of teachers, in the internal and external evaluation of schools, in order to build more school infrastructure, equip it and give it good management in the face of the current challenges of education.