TEACHER TRAINING FOR HIGHER EDUCATION IN MOZAMBIQUE

PEDAGOGICAL PRACTICE DEMANDS

Abstract

This article focuses on teacher training for higher education in Mozambique as an imperative for pedagogical practice. The method used was a critical analysis of national and international literature relevant to teacher training. The analysis indicates that higher education in Mozambique demands training for teaching; however, most professors lack psychopedagogical qualifications and instead possess higher education degrees in their respective fields of expertise. Although the inadequate training of higher education graduates is recognized, there are no evident policies or actions aimed at addressing the pedagogical-didactic training of professors, which contradicts the goal of quality education. The pedagogical and didactic dimensions of teaching in higher education in Mozambique represent some of the most serious and significant challenges to improving the quality of teacher training in the country, essential for ensuring quality education. As this issue is closely linked to the quality of education, teacher training in terms of didactics, methodologies, planning, and learning assessment, while integrating theory with practice, is fundamental for teaching in higher education. Therefore, it is imperative to develop teacher training proposals for higher education and, simultaneously, invest in continuous professional development through programs for professional growth and the promotion of academic and scientific exchanges.