Contribution of Psychopedagogical Training to Improve Teaching Practice: Case Study at EPC Missir-Pebane
Keywords:
Psychopedagogical Training, Teaching Practice, Pedagogical Training, Inclusive Education, Primary EducationAbstract
This article analyzes the contribution of psychopedagogical training to improving teaching practices, based on a case study conducted at the Missir Complete Primary School, located in the Pebane district, Zambézia province, Mozambique. The research follows a qualitative, applied approach, using participant observation, semi-structured interviews, and document analysis as data collection techniques. The results reveal that teachers value psychopedagogical training, recognizing its added value in identifying and managing learning difficulties, as well as in diversifying teaching strategies. However, limitations are identified, including irregular training, a lack of a structured plan, and the school's precarious material conditions. It is concluded that, despite the positive impacts, the effect of training is conditioned by institutional and contextual factors. The study proposes strengthening ongoing training, institutionalizing training plans, and improving structural conditions as measures to promote more effective and inclusive teaching practices.
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