Teacher training in the face of diversity challenges in Angola: Two case studies
Quality training to address diversity should be one of the political priorities of a country facing the challenge of providing equal education to all its individuals. The goal of this research is to understand the training needs of Angolan primary education teachers in their attempt to respond to th...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/59339 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/59339 |
| Access Level: | acceso abierto |
| Palabra clave: | Diversity Teacher training Inclusion Educational policies Exclusion Diversidad Formación Inclusión Políticas educativas Exclusión |
| Sumario: | Quality training to address diversity should be one of the political priorities of a country facing the challenge of providing equal education to all its individuals. The goal of this research is to understand the training needs of Angolan primary education teachers in their attempt to respond to their country’s diversity. The sample is made up of 40 teachers from Angola: 20 from Benguela province and 20 from Namibe. We used a questionnaire comprised of 5 categories; and 5 teachers from the province of Benguela participated in a focus group as well. The results point to the need for training in educational inclusion, open methodologies and the use of teaching aids in class. These would amount to a change in the attitude of teachers in relation to students and their attention to diversity. Educational inclusion is an unfinished process and an urgent goal towards an equitable education. |
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