Relatório de estágio pedagógico no Centro de Formaçao Pedagógica de Mahulane

Abstract

Tsalwa leli la vuwupfisi la vujondzi, lina nkongometo wa kukombisa kutshandzani kuxopaxopa hi vuyanakanyu mintiru hi nkwayu yiyendliweke ka xititutu xa kuwupfisa vajondzi. Ka tsalwa leli hi lava hi ntshima ntshima kuyanakanya makumekela ya muwupfisiwa xititutu, ni lisima la kuyavelana wutivi ni va jondzisiwa vakumiweke hi nkarhi wa tidyondzo ta tirimi ta xibantu. Vuwupfisi la tijondzo lipfumeta kuhluvukisa vutshila la tijondzo lifambelanaku ni kunguhato, jondziso wa tijondzo, vutongi la lawu la tijondzo, koroketi la svigotso sva kujondzisa ni xikambelo xa jondziso la vujondzi Ka mabuku ya tirimi ta vamusambikana ni xivumbeko x6 tona, majondziselo ya Xibantu ni kutolovelana ka vawupfisiwa ni dhawu hi nkwayu ya kujondzisa vajondzisi va mabuku ya le hansi ni vajondzisi va vanhu vakulu. Hi tlhelo lin'wanyani, muwupfisiwa atikombisile tani hi munhu wa kuyehleketa yampsiso wa mayedlela ya jondiziso ni vujondzi la vajondzisiwa. Na svona, atikombisile hi ku analisima Kamayendlela ya kujondzisa vatirhi va vumundzuku la vujondzisi, apfumeta ha kona ku kombisana ni vanhu vo hambana hambana, tani hi vajondzisiwa, vajondzisi va xititutu, v6 voneleli va tijondzo no vatirhi vaku vangajondzisi akuva angakuma twisiso wa kuyampsa Ka teyoriya no vutshila svijodzisiwaka ka lawu la tijondzo.

The final report for the course and teaching internship focuses on presenting and reflectively analyzing all the activities carried out at the Mahulane Training Center. Essentially, we aim to reflect on the intern's presence in the field, highlighting its importance in sharing the knowledge acquired during their academic journey at UEM with the trainees. The teaching intemship allows for the development of pedagogical practices related to lesson planning and teaching, classroom management, the creation of teaching materials, and the evaluation of teaching and learning in the subjects of Mozambican languages and their structure and didactics, and familiarizes intems with the entire environment of pedagogical practices. Furthermore, the internship proved to be a reflective component, improving and strengthening the trainees' knowledge. It also proved to be a crucial factor for future bilingual teachers, allowing for good interaction with different stakeholders-trainees, host trainers, supervisors, and non-teaching staff-to gain a greater and better understanding of the theoretical aspects of classroom teaching practice.