Avaliação do impacto do modelo de formação de professores de ensino primário (10ª +1) no desempenho escolar dos alunos: caso da Escola Primária de Timane – Inhassoro na província de Inhambane (2018-2022)

Abstract

The study addressed the "Impact of the Primary School Teacher Training Model '10th + 1' on Students' Academic Performance: The Case of EP Timane – Inhassoro in Inhambane Province (2018–2022)", assessing the effectiveness of this teacher training model and its influence on students' academic performance. The main objective was to evaluate the impact of this training model on students' school performance. As secondary objectives, the study analysed the basic competencies acquired by students and the relationship between teachers’ technical-scientific knowledge and student performance. The methodology adopted included a qualitative- quantitative approach, document analysis, interviews, and questionnaires. The sample was selected probabilistically and included school managers, teachers, and students from EP Timane, totalling 40 participants. The results pointed to challenges in student performance, particularly in reading, writing, and mathematics, as well as variations in the understanding of civic values among the classes. Regarding teachers, although they showed solid content knowledge, there was room for improvement in pedagogical skills. Perceptions of the "10th + 1" model were critical, highlighting that its speed and intensity undermine teacher preparation and negatively affect student performance. In conclusion, the "10th + 1" model is ineffective and has a negative impact on students’ academic performance at EP Timane. This highlights the need for effective pedagogical strategies and the enhancement of teachers’ skills to improve student outcomes, underlining the importance of educational reforms to raise teaching quality in the region and similar contexts