Análise dos factores que influenciam a implementação do plano curricular do Instituto de Formação de Professores do Ensino Primário -10ª+1 ano do distrito de Angόnia

Abstract

The present study analyzes the Factors that Influence the implementation of the curriculum plan of the Teacher Training Institute of primary education -10a + 1 year of the District of Angόnia Due to the need to limit the field of study, the research was developed in the district of Angόnia in the province de Tete, an Institute dedicated to the formation of teachers of primary education. In the development of this research, a quantitative and qualitative approach was followed. It is quantitative research, since the questionnaire data were translated into numbers and required the use of resources and statistical techniques in the production of frequencies and percentages. The qualitative part consisted of collecting opinions or perceptions of the sample data through the interviews and the researcher was the key instrument aided by the script of the interviews produced. Analysis of the documents and the interviews allowed the identification of the factors that influence the implementation of the curriculum of the Institute for the Training of Angolan Teachers of 10 + 1 year. In conclusion, the study allowed the identification of the factors that influence the implementation of the curriculum plan of the Teacher Training Institute of primary education -10a + 1 year of the District of Angόnia. The results indicate that the curriculum is of good quality, with good innovations such as, for example, centered teaching of the learner. However, the same results suggest factors such as material resources (for example, the lack of pedagogical support trainer's books), financial resources (such as, for example, insufficient funds for the production of teaching materials and to support internships) , trainers' qualifications (such as the existence of some trainers in areas of engineering or natural sciences or history without psycho-pedagogical preparation), motivation (such as, for example, the low motivation of trainers and trainees for lack of means of transport for internships) and the duration of the 10th + 1 year course (such as, for example, the time of one year that does not allow trainees to be trained in many disciplines in such a short time), negatively influence the implementation of the 10th + year curriculum