Análise de necessidades de formação de professores de língua portuguesa no ensino secundário geral em Timor-Leste
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2018
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Resumo
Timor-Leste adotou a língua portuguesa como língua oficial e de ensino. A
formação de professores de língua portuguesa do Ensino Secundário Geral é por isso
fundamental para a qualidade do sistema educativo timorense. Além de assegurar o
domínio das competências comunicativas, compreensão oral, expressão oral,
compreensão escrita e expressão escrita, pretende-se que a formação de professores
promova a melhoria dos métodos de ensino, do uso dos materiais didáticos e da
comunicação entre professor e alunos.
A presente investigação procurou identificar conhecer as necessidades de
formação dos professores de língua portuguesa do Ensino Secundário Geral de Timor-
Leste, dado o desconhecimento que existe neste campo.
Para tal, foram realizados questionários em Dili, Baucau e Bobonaro, a
professores do Ensino Secundário Geral, formandos de um curso do INFORDEPE
(N=374) e entrevistas aos respetivos professores formadores de língua portuguesa
(N=10).
A dupla abordagem de análise quantitativa e qualitativa dos dados permitiu
concluir que é ainda muito reduzido o uso da língua portuguesa no dia a dia dos
professores e que persistem dificuldades nos vários domínios da língua, mas sobretudo
ao nível da escrita e da gramática. A frequência da formação em língua portuguesa
representou para os professores timorenses melhorias significativas nos vários
domínios da língua, bem como ao nível das práticas e dos métodos de ensino.
A pertinência deste estudo reside no seu contributo para a identificação das
necessidades de formação em língua portuguesa e para a avaliação de impacto de
formação realizada numa ótica de desenvolvimento e melhoria contínua da prática
docente dos professores do Ensino Secundário Geral de Timor-Leste.
East Timor adopted the Portuguese as the official language and médium of education. The training of teachers of Portuguese Language in General Secondary Education is therefore fundamental for the quality of the Timorese educational system. In addition, to ensuring hight communicative skills, in terms of reading, writing, listening, speaking and grammar, it is intended that teacher training promotes the improvement of teaching methods, the use of teaching materials and the communication between teacher and students. This research sought to identify the training needs of Portuguese language teachers of the General Secondary Education of East Timor, given the lack of knowledge in this field. To this end, questionnaires were carried out in Dili, Baucau and Bobonaro, to train teachers of General Secondary Education, who attended an in-service course delivered by INFORDEPE course (N = 374) and interviews with their Portuguese language teachers (N = 10) were made. The double approach of quantitative and qualitative analysis of the data allowed us to conclude that the use of Portuguese language in daily life of Timorese teachers is still very rare and that difficulties persist in the various domains of the language, especially in terms of writing and grammar. Attending the Portuguese language training resulted in a significant improvement for the Timorese teachers in the various domains of the language, as well as in teaching practices and methods. The pertinence of this study was its contribution to the identification of Portuguese language training needs and to the impact assessment of the course, from a perspective of continuous development and improvement of the teaching practice of Secondary Education of East Timor teachers.
East Timor adopted the Portuguese as the official language and médium of education. The training of teachers of Portuguese Language in General Secondary Education is therefore fundamental for the quality of the Timorese educational system. In addition, to ensuring hight communicative skills, in terms of reading, writing, listening, speaking and grammar, it is intended that teacher training promotes the improvement of teaching methods, the use of teaching materials and the communication between teacher and students. This research sought to identify the training needs of Portuguese language teachers of the General Secondary Education of East Timor, given the lack of knowledge in this field. To this end, questionnaires were carried out in Dili, Baucau and Bobonaro, to train teachers of General Secondary Education, who attended an in-service course delivered by INFORDEPE course (N = 374) and interviews with their Portuguese language teachers (N = 10) were made. The double approach of quantitative and qualitative analysis of the data allowed us to conclude that the use of Portuguese language in daily life of Timorese teachers is still very rare and that difficulties persist in the various domains of the language, especially in terms of writing and grammar. Attending the Portuguese language training resulted in a significant improvement for the Timorese teachers in the various domains of the language, as well as in teaching practices and methods. The pertinence of this study was its contribution to the identification of Portuguese language training needs and to the impact assessment of the course, from a perspective of continuous development and improvement of the teaching practice of Secondary Education of East Timor teachers.
Descrição
Orientador : Paulo Feytor Pinto ; co-orientadora : Rosa Serradas Duarte
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, FORMAÇÃO DE PROFESSORES, ENSINO SECUNDÁRIO, ENSINO DA LÍNGUA PORTUGUESA, NECESSIDADES DE FORMAÇÃO, TIMOR-LESTE, EAST TIMOR, EDUCATION, TEACHERS EDUCATION, SECONDARY EDUCATION, PORTUGUESE LANGUAGE TEACHING, TRAINING NEEDS