An analysis of lesson plans prepared by Mozambican university students in the teacher training area: from problems to remediation proposals

Abstract

In the context of didactics of Portuguese as a Non-Maternal Language, the mediator of the teaching-learning process must conceive and execute a set of procedures as a premise for the student to be successful in learning. The central axis of this list of activities is based on the planning of the teaching-learning process, which can be long term and/or short term (Vilar, 2004). The goal of this research is to seek to identify and describe problems in the preparation of lesson plans by Mozambican university students who attended a Portuguese Language Teaching Degree Course. In total, 20 lesson plans were collected and the criteria for organizing the items in these documents were analyzed (Libâneo, 1994; Piletti, 2001). The data analyzed reveal that about 80% of the lesson plans have problems arising from the construction and interconnection among the several items that configure the short-term planning. Finally, the study proposes theoretically grounded strategies that can help the Mozambican university student to produce lesson plans with fewer problems than those identified by this research.