IDENTITY PATHWAYS FOR TEACHERS AT THE BEGINNING OF CAREER IN CABINDA, ANGOLA: A CONTRIBUTION TO UPDATING TRAINING CURRICULUMS (Atena Editora)

Abstract

In this article we intend to analyze the contribution of initial training to the construction of the professional identity of teachers at the beginning of their career, based on an investigation carried out with teachers in training attending the internship in basic education schools and in the first cycle of secondary education. In an attempt to understand the processes of teacher training in both institutions, we raise some starting questions: what are the representations of future teachers about their training? What identities have been produced in the training of new professionals and how can they influence the updating of curricula? Therefore, we adopted the methodological approach of a quantitative nature, through a survey based on the Likert scale, which was applied to prospective teachers from two schools for initial teacher training. According to the teachers and students, it can be noted, how they measure the work of the teacher to whom they attribute the qualification: commitment, social well-being of the students, making it associated, the humanistic dimension, the technical-didactic dimension and the promotion of social justice. On the other hand, teachers point out some difficulties and weaknesses. The first one focuses on the teaching model centered on the transmission of the curriculum, the excess of disciplines, as well as the lack of teaching conditions and materials. The results also point out as difficulties little mastery of the different teaching methodologies. Likewise, the research results point out as training needs the investment in teacher training schools, the construction of new schools. Future teachers also point out as training needs, the improvement of the criteria for recruiting teachers and access to teaching schools and the design of training based on professional dialogue.