Implications of the evaluation process in pedagogical internship at teacher training institutes in Mozambique for teaching quality
DOI:
https://doi.org/10.47236/2594-7036.2026.v10.2012Keywords:
Mozambique, Quality of education, Teacher evaluation, Teaching internship, Teacher trainingAbstract
This literature review critically analyzes the evaluation process during teaching internships at teacher training institutes (TTI) in Mozambique and its implications for the quality of education. The teaching internship is a mandatory phase of teacher training, monitored by a team composed of a methodologist, a tutor, and a supervisor. Despite this monitoring structure, growing evidence indicates that some graduates leave TTI without basic competencies, including reading and writing skills. Through a review of the relevant scientific literature, this study examines the causes behind these shortcomings and discusses their implications for educational quality in the country. The analysis reveals that evaluation criteria are often ambiguous, the roles of stakeholders are not clearly defined, and the supervision process exhibits significant inconsistencies. These gaps perpetuate a cycle of low educational quality that directly affects Mozambican students, compromising the development of the national education system.Downloads
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MONDLANE, E. F.; SANTOS, R. A. Qualidade do ensino e formação docente em Moçambique: desafios e perspectivas. Revista Nacional de Educação, v. 9, n. 3, p. 58-74, 2016.
NHAPALA, M. C. A qualidade da formação inicial de professores e o seu impacto no ensino em Moçambique. [S. l.]: Universidade Eduardo Mondlane, 2018.
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Copyright (c) 2026 Gonçalves Gabriel Armando Pilicue
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