A look at the training of mathematics teachers on the island of Santiago - Cape Verde

Abstract

This article presents a study on the training of mathematics teachers (to teach from 1st to 12th grade) with a view to understanding how the training provided in teacher training schools equips them with scientific and didactic/pedagogical skills. The study was based on the analysis of the study plans of the training schools (Universidade de Cabo Verde e Instituto Universitário da Educação) and on the opinion of some trainers of these institutions.
In methodological terms, we used a qualitative design. Thus, we applied two data collection techniques (documentary analysis of the study plans of the teacher training schools and semi-structured interview applied to four trainers). The data analysis technique was content analysis.
The initial training is extremely important for the teachers to perform their work competently. However, the analysis of the data shows that, for this, the study plans should be more demanding, improved and deepened, both in terms of scientific and pedagogical knowledge of the contents. Furthermore, the interviewees were unanimous in stating that teachers are also made in practice, through a committed and innovative performance.
From the analysis of the study plans, it was possible to conclude that, taking into account the number of core subjects in the syllabus, there is a clear lack of appropriation of certain contents (scientific and pedagogical) by the future teachers during their training, which may condition the output profile, thus influencing the good performance of their future teaching activities.
With regard to in-service training, we found that the interviewed trainers attached great importance to this type of training, stating that it complements the initial training, serves to address specific and current issues related to teaching practice and can also be a bridge for sharing experiences and reflections.
According to the opinions gathered, the situation of continuous training in Cabo Verde is very deficient. Teachers propose that these training actions should be more specific, focused on issues related to mathematical content, delivered in a practical way, involving trainees in the preparation of the needs plans and mobilising a larger number of participants.