Teachers trained in distance learning in the Mozambican context (Atena Editora)

Abstract

The professional performance of teachers depends on multiple variables such as the institution where the initial training took place, the context in which the practice is carried out, the audiences with which they work, among others. Thus, this study aims to analyze the professional performance of teachers trained in a Mozambican higher education institution, in the form of distance learning, checking whether this training contributes to the construction of a differentiated teaching profile, with regard to skills inherent to teaching. In methodological terms, a qualitative-interpretative approach was used, privileging the semi-structured interview as a data collection instrument, which was subsequently analyzed using the content analysis technique. They were interlocutors of the study, the managers of schools where these education professionals teach. Regarding the results, the study confirms that, according to the perception of managers, they are not different from teachers trained in the face-to-face modality, since the two models seem to have as their central purpose to train qualified teachers, giving them the skills inherent to teaching professional performance. Now, the conclusions of the study indicate that this group of teachers has a high professional performance, demonstrating that the way they develop and assume the profession does not reside in the training model, but in the individual commitment to education, in the ethical-deontological responsibility, in the motivation, adherence to principles and values, as well as the image that each teacher intends to build within the profession.