Quality of English language teacher training programme for primary schools in Zambézia Province in Mozambique - Gonçalves, Gregório Jorge
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Doctoral Thesis / Dissertation from the year 2020 in the subject Pedagogy - School System, Educational and School Politics, , course: English Language Education, language: English, abstract: In 2007 Mozambique adopted a teacher training programme for primary schools with a 10+1 model. The training programme admits Grade 10 graduates who pass entrance examinations consisting of oral and written tests. However, the quality of English language teachers trained under this model is low certain in respects. Thus, this thesis endeavoured to examine the quality of a primary school English language…mehr

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Doctoral Thesis / Dissertation from the year 2020 in the subject Pedagogy - School System, Educational and School Politics, , course: English Language Education, language: English, abstract: In 2007 Mozambique adopted a teacher training programme for primary schools with a 10+1 model. The training programme admits Grade 10 graduates who pass entrance examinations consisting of oral and written tests. However, the quality of English language teachers trained under this model is low certain in respects. Thus, this thesis endeavoured to examine the quality of a primary school English language teacher training programme, Moçambique¿s Zambézia Province. The study was guided by two frameworks, a benchmarking by the National Assessment and Accreditation Council and Commonwealth of Learning, Quality Indicators for Teacher Education Benchmarking (2007), and the Communicative Competence theoretical framework by Canale and Swain 1980. The two were particularly used to examine the English language teacher training programme, and the extent to which the teacher trainees in Zambézia colleges become competent in English language teaching. Furthermore, the study employed a qualitative approach that used a variety of methods and instruments, namely in-depth interview, Focus Group Discussion conducted using interview guide sheets, observation based on observation guide sheets, and document analysis. To validate the research results the following research concepts were exploited: credibility and trustworthiness, pilot study, peer review, direct quotations and triangulation through three different groups¿ participation and through use of three different methods. The quality of the English language teacher training programme is crucial so that teacher trainees must acquire the necessary communicative and teaching competences. However, results of the research revealed that the English language teacher training programme is adversely affected by five factors, namely low English language proficiency of candidates, short duration of the training programme, lack of teaching and learning materials for different subjects, deficiencies in selection criteria for both teacher trainers and teacher trainees, and teacher trainee inadequate performance in the four language skills. More importantly, the results revealed that there is need to overhaul the design of the English language teacher
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