Pedagogical Competencies and Didactic Innovation in the Practice of Teacher Educators at Teacher Training Institutes in Mozambique

Competências Pedagógicas e Inovação didática na Prática dos Formadores nos Institutos de Formação de Professores de Moçambique

Por: Bonifácio Pedro Oliveira Chire [1] 

Resumo

O presente estudo analisa as competências pedagógicas e a inovação didática na atuação dos formadores dos Institutos de Formação de Professores (IFPs) em Moçambique-Tete, com o objetivo de compreender a relação entre competências profissionais, inovação pedagógica e variáveis sociodemográficas e profissionais. Adotou-se uma abordagem quantitativa, de natureza descritiva e correlacional, envolvendo 36 formadores, com recolha de dados por meio de um questionário estruturado organizado em cinco dimensões. Os resultados revelaram ausência de diferenças estatisticamente significativas em função do sexo, sugerindo que as competências pedagógicas e as práticas inovadoras se distribuem de forma relativamente homogénea entre homens e mulheres. Por outro lado, o tempo de experiência docente apresentou correlações positivas e significativas com várias dimensões, evidenciando a importância da experiência profissional no fortalecimento das competências pedagógicas. Verificaram-se ainda correlações significativas entre as diferentes dimensões analisadas, demonstrando que as competências pedagógicas, a inovação didática, o desenvolvimento profissional e a integração das TIC funcionam de forma interdependente. Conclui-se que a promoção da inovação didática nos IFPs exige o fortalecimento contínuo das competências profissionais dos formadores, por meio de formação contínua, ambientes institucionais colaborativos e integração pedagógica das tecnologias digitais. Esses elementos constituem fatores estratégicos para a melhoria da qualidade da formação inicial de professores e para a construção de práticas educativas mais inovadoras, reflexivas e alinhadas aos desafios educacionais contemporâneos.

Palavras-chave: competências pedagógicas; inovação didática; formação de professores; desenvolvimento profissional; TIC na educação.

 

Pedagogical Competencies and Didactic Innovation in the Practice of Teacher Educators at Teacher Training Institutes in Mozambique

 

Abstract

This study analyzes pedagogical competencies and didactic innovation in the performance of teacher trainers at Teacher Training Institutes (TTIs) in Mozambique-Tete, aiming to understand the relationship between professional competencies, pedagogical innovation, and sociodemographic and professional variables. A quantitative, descriptive, and correlational approach was adopted, involving 36 trainers, with data collected through a structured questionnaire organized into five dimensions. The results reveal no statistically significant differences based on gender, suggesting that pedagogical competencies and innovative practices are distributed relatively homogeneously between men and women. On the other hand, teaching experience showed positive and significant correlations with several dimensions, highlighting the importance of professional experience in strengthening pedagogical competencies. Significant correlations were also found between the different dimensions analyzed, demonstrating that pedagogical competencies, didactic innovation, professional development, and the integration of ICT function interdependently. It is concluded that the promotion of didactic innovation in teacher trainers institutions requires the continuous strengthening of the professional skills of training educators through ongoing training, collaborative institutional environments, and the pedagogical integration of digital technologies. These elements constitute strategic factors for improving the quality of initial teacher training and for building more innovative, reflective educational practices aligned with contemporary educational challenges.

Keywords: Pedagogical competencies; didactic innovation; teacher training; professional development; ICT in education. 

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[1] Mestre em Educação / Psicologia Educacional pela Universidade Licungo – Beira; Licenciado em Ensino de Desenho pela Universidade Pedagógica - Delegação de Maputo; Atualmente Formador e Director Adjunto do Instituto de Formação de Professores de Chitima – Tete-Moçambique. e-mail: bonichire@gmail.com . https://orcid.org/0000-0002-3504-2599 .