The dynamics of the modern world demands to an update and refinement to all professionals. The questioning, the autonomous thought and the capacity in the decision making are essential so that each professional overcomes the limits of a simple execution, adapting him or herself and assimilating changes as well as facing new challenges that take place each and every day. As stated by Lévy (1996:54) “The people not only are led to change their profession several times in their life, as well as, within the same “profession”, the knowledge that has an innovative short cycle”. In addition and according to Lévy (1999:173), “the proper notion of profession becomes even problematic”.
The rapid evolution of the society creates new needs in the field of education and among them there is a continuous training. Consequently, educators and researchers seek for alternatives to traditional systems that will fulfill the needs. Within the new and old alternatives, the distance education is a possibility that is becoming consolidated in the country and is at the same time gaining political visibility.
Although, the new available regulations, most of the time are controversy regarding Distance Education. There are several classic definitions from well-known distance education experts. Each one of these is based in a historic moment and specific socio-economic scenario. Some authors use Distance Education and Distance Learning terms interchangeably. However, in this study the researcher uses the terminology Distance Education because it is considered to be a big umbrella. For example: Mamede-Neves (1996) consider that, the term Distance Education as well as the term Distance Learning stand for the same meaning, that is to say, they are extremely related processes, with a pedagogical compromise. The definition of Distance Learning, according to Aretio, taking into account its range, currently does not differ from the definition of distance learning and distance education conveyed by Zentgraf:
Distance learning is a technological system of bidirectional communication. It can reach many people in substitution of personal interaction between teacher and student in the classroom as a favorable mean of communication because of its joint and systematic action of variety of resources and support from an organization and tutorial that empowers the student learning process (Aretio, 1994 cited by Zentgraf, 2000:2).
Regarding teacher training, the distance education may allow that a certain number of schools spread all over the country, to be able to cope/harmonize with the latest orientations in terms of methodology, scientific and technical knowledge. Moreover, it creates the possibility to help teachers in their education activities to speed up the sharing of experiences, as most of the programs encourage study groups within which there is a strong disposition of mutual support among the participants (Barreto, 1995).
The expansion and consolidation of the continuous training focused on teachers by distance requires from everybody involved deepening their studies and research. Experiences should be analyzed carefully to assure the quality rather than quantity.
In order to support continuous training, the researcher has summarized some observations that can be used as reference for the conception and application of projects concerning distance education. The root of these reflections are based mainly on three experiences: (i) as a student of International Education Policy course by Teachers college-Columbia University of New York, (ii) as a teacher of ICT in Education in an institution of higher Education (IHE) and (iii) as a researcher of a Distance Education program in a public institute of higher Education (PIHE).
1.2 Distance Education: Some reflections
Whichever project should attentively focus on the students needs and take into consideration his/her culture and socio-economic situation, interests and experiences, education background, familiarity with technology, readiness for new ways of learning. Currently, the tendency of Distance Education is to rely on technology in order to accommodate users need.
The diversity of media channels – printing, radio, television, project in the internet, audio-conferences, interactive TV, etc – allow a number of possibilities and combinations of media in distance education. Whichever model chosen is fundamental to study pedagogical mediation possibilities.
Distance education requires carefully preparation of materials and adaptation of traditional strategies to the learning situation. Interaction in distance education environment is different from face-to-face education. Gutiérrez and Prieto (1994:61-62) affirm that in face-to-face education the teacher “should play the role of mediator between the content and the student learning” while in distance education the handouts and materials provided to students are one which meditate.
Activities should be selected taking into consideration that communication will be established via technological equipments. Several means can separately be used or combined so that the presence of the teacher can be felt through at least one mean of communication. Revolution in Information Communication Technology has created huge experienced and explored channels as instruments of distance education. There is no better mean of communication for distance learning, each mean of communication is selected according to each situation of learning.
The capacity of getting the message across is the basic characteristic of education. Rather than a quality, the capacity of getting the message across is a conquest of distance education. Thus, generally speaking, it can't focus on the transmission of information, because we can run a risk of producing banking education” pointed out by Freire (1975). We have to remember that information is a raw material, so it, per se, is not enough, while knowledge has a process of learning with a central and articulated axle. Therefore, information should be organized in order to build and foster creativity and critical thinking, expanding the possibilities of knowledge development.
There is a need to select activities and interactions, choosing relevant situations and examples and structure them in a logical sequence, in order not to focus only on the observation and assimilation of contents but to reach the action-research level and should consider “professional practice as an original way of training and building up of knowledge” (Borges &Tardif, 2001:15).
According to Ausubel, Novak and Hanesian (1983), a learning process is only meaningfully when it establishes a real relationship between the new and what is already known, that is to say, when in a learning process situation the information the student already has can be used as the starting point to articulate new information.
Therefore, a mediation dialogue through materials should be promoted by activities focus on the contextualization of new information. In this way, the new theoretical reference will not be simple objects of memorization, but part of the repertoire to be related with the previous knowledge.
Thus, each teacher-student – starting from the new information, those the student already had based on his/her experience, how does he/her see the reality and his/her background – can build up knowledge based on specific reference of his/her life course.
1.3 A tutor-teacher
The word tutor comes from Latin tutor-tutoris and it means someone who defends preserves, supports and help. However, it does not mean student dependency in relation to tutor, it, per se, would be a contradiction because distance education has as essential elements self-management and autonomy in relation to studies (SIMAC-UNESCO, 1989).
There are some crucial internal and external requirements to be a tutor. As Chacón (1999) says, educator who works with distance education is not a simple master or teacher compromised with transmission of information. He is a professional with specifics skills, who carefully select relevant information to be articulated everyday taking into consideration culture and specific needs of the target people.
Tutorial should be a point of permanent contact between student and institution in charge of his/her training, because through it facilitates and provides permanent motivation and support students’ learning process (UNISUR, 1983). A distance learning student has as a support interaction with the tutorial as well as other elements of the education training institution.
This relation between a student and an institution is seen as “guided didactic conversation”.
…argues that motivation and pleasure for study increase when there is a friendly conversation between teacher and student and, this is possible because of the didactic materials which have a double sense in the communication. Messages conveyed via conversation form are easily comprehended and recalled. To reach this form of conversation can be applied all means available for distance education (Contreras & legal, 1998).
The establishment of connection and permanent interaction between teacher and student open opportunity for a periodical revision of the course initial plan, giving possibilities of correcting and improving it.
Besides this, allow flexibility in the teaching and learning process adjusted to teachers and students possibilities and needs. Students’ reports play a great role to deepen the understanding of distance education. Students’ daily experience and vision assume an active role in the development of the course.
Apart from having a deep understand of contents, the teacher deals with the students in an objective and communicative way. A tutor-teacher should respect and take into consideration students’ experience conveyed by teachers and students. Teachers’ Initial and continuous training should not focus only on technical aspects. “The incorporation of refection practices in action, which enriches the number of unexpected situation, should be incorporated in the teaching program” (Queiroz, 2001:115).
Dialogue can take different forms; therefore, it is important that tutor-teacher uses it accordingly to the technologies available. Whichever is the form, the most important thing is ensure that students are not shut. Because, there is no point in having the most modern resource if the tutors and participants are not ready to use them, and are not conscious of the advantage and disadvantage of the technology being used.
From researcher’s point of view, distance education is still too far from being effectively recognized in Mozambican education system, because it is provided in a limited and systematic form. Today, there are more distance education courses available than some years ago, but the recognition of these courses are still limited.
This phenomenon of rejection drives its attention to the type of training but not to its quality. So distance education and face-to-face education both have great advantages and disadvantages depending on the project and professional responsibility of the managers.
In this context, from researchers’ point of view, distance education appears as an alternative to supplement the restriction of face-to-face education. Its methodology has been a center of debates and questioning, above all, because of new trends in the communication field and the advent of new technologies.
New Information Communication Technology developments have given more credibility and access to distance education. The possibilities of more virtual interaction between the master and the student have created levels of teaching and learning environment almost similarly to face-to-face teaching and learning environment. New technologies are attractive, so new resources should be adequately and moderately incorporated, taking into account the real possibilities of students’ access.
On the other hand, public policies should answer to the demand of teachers’ initial and in-service training. Democratization of education requires that teachers should have: knowledge, skills and competence that allow them to face and respond to daily challenges.
In this way, distance education can help teachers to overcome time and space problems and shortage of finance resources. Distance education not only can give opportunity to teachers who are far away from information centers but also to those who are near and cannot follow up all the training process due to their social issues.
In this context, the researcher argues that distance education cannot be considered an alternative or compensation to face-to-face education, but an opportunity to rethink education in its holistic vision.
1.4 Description of the Problem
In Mozambique, grade 12 Science and Mathematics students’ outcomes have been decreasing comparing with other Southern African countries (MEC, 2008).
School failure is a huge and complex issue to deal with and research, because its questions have different interpretation. Nevertheless, consciously and foreseeing all the difficulties that lay ahead, the researcher has chosen this theme because of its socio-economic importance to the development of the country. The researcher will particularly focus on Mathematics subject because in Mozambique this is a subject with more rates of failures. It is with no doubt that for most people, Mathematics is a subject of major importance. A considerable number of people believe that this subject is useful for daily life. However, it is common to hear among students, professionals from different fields that their relationship with mathematics is not or has never been established with harmony or leisure.
The school mathematics, very often, is far from life mathematics. This means that what we learn at school is not used in our relationships, as member of a society where the domain of technology linked to mathematics is needed. On the other hand, professionals that operate in these fields need the domain of the contents to be able to carry out their tasks.
Why is mathematics difficult to most students? What are the major difficulties faced by the students? Several authors such as Damm (1999), Fernandez (1997), Gómez-Granell (1997) and Micotti (1999), assign such difficulties to the type of reasoning that it requires, to the symbolic and formal language and the transition from arithmetic and algebra. Analyzing the nature of the students’ difficulties in the learning of mathematics, the role of the teacher becomes crucial. To be able to analyze the teacher´s role in this study, the researcher managed to consult some authors like Brito (1996b), Brousseau (1996), D`Ambrosio (1997), Perrin-Glorin (1996), Tardif (2000), among others.
Based on difficulties that seem to exist in Mathematics learning – difficulties coming from different sources related to the student and his/her experiences, the complexity of Mathematics content and the methodology used. Now we should ask: How a Mathematics teacher - as a mediator of teaching-learning process - should act? What is, in general, teacher’s practice to teach Mathematics? Critically thinking in Mathematics teaching practice calls our attention to teacher training questions or how and where the teacher learn to be a teacher?
For the researcher to have a better understanding of initial training of in-service teachers in 2nd cycle of general Secondary Education he had to analyze curriculum structural plans of the courses of these group of teachers in Faculties and Training Centers where they have been trained in this country. It was verified that Mathematics teachers’ training presents many problems and they are not local but general. If, on one hand, in Honor Bachelor Degree there is a poor theoretical and practice relation; On the other hand, in Pedagogic and Magisterial there is a lack of fundaments in specific areas.
Discussion regarding teachers’ training in order to play new roles imposed by education in the new millennium is not recent. There is no end to this discussion because new contributions keep coming from different experts of all continents, such as: Perez Gómez (1997), Schön (1997), Zeichner (1993).
It is believed that new teachers are still being trained in the same way their teachers were trained; this scenario hinders the concretization of necessary changes for the preparation of the students in a more competitive society depending on new technologies.
In more recently decades, regarding teacher initial training, the discussion has been focused on two training and teachers’ activities aspects: technological specialists and reflective practice. When we talk about teachers’ initial training that means academic part, in its subjects in Pedagogic, Honor Bachelor, Magisterial courses etc, but it is known that teaching skills of these professionals is not acquired at university. They acquire it throughout their lives.
Teachers are not born teachers, and their training is not limited to three or four years, which is normal period for finishing a course, if we bear in mind that the training of these teachers is not only assured by the university which trained him/her. Because the interpretation of practical things in the field not only depend on his/her university background but also on his/her interpretation of the reality that he faces in the field, building up in this way teachers’ practical skills.
The critique to the current Mathematics teachers’ initial training comes from teachers of different levels. Ponte (2002) states, based on the research curried out with teachers of higher education as subjects, university teachers do not understand the contents of the backbone subjects of teachers to be. Methodology teachers complain saying that in all what they teach the message do not get across because students are used to the old-fashioned teaching practice strategies. Undergraduates teachers complain saying that all what they have learned, in the classroom, was good for nothing only in their teaching practice is where they learned something important. On the other hand, old professional teachers believe that new teachers are not ready for what should be the most important thing. Thus, the society seems doubtfully concerning the quality of initial trained teachers.
Baldino (1999) in considering the general worry with the mathematics education and the investments given to research, say that the teaching of mathematics is a human activity characterized by failure. In so being, the researches rely on change: change at the school, change in the classroom, change on the students, change on the teacher … and the need for change in the mathematics teacher training so that he/she can play his/her role as an agent of the reality transformer..
However, in Mozambique the situation is different. There is a situation which hinders the process of updates and improvements of Natural Sciences and Mathematics teachers’ programs. So, the vast majority of these professionals, because of economic reason and others, work in public and private schools, with many and busy timetables. Therefore, they do not have enough time to attend university face-to-face teaching, and even to participate in meetings, scientific exhibitions, seminaries and courses in big city centers.
In the light of this scenario, the central problem, object of this research, is: will the distance education, in the virtual learning environments (VLE), be a suitable alternative for the training of mathematics and natural sciences teacher so that he or she is able to play his or her role as an agent of reality transformer?
1.5 Objectives and aims of this research
On the basis of the question raised, this study has as its general objective:
Invest in the improvement of the teaching in the classroom through second cycle of general education mathematics and natural sciences teacher continuous training, based on virtual learning environments.
Completing the general objective of this research, there are also specific objectives that will reinforce the development of this study, namely:
diagnose the level of use of information technology and communication among teachers of natural sciences and mathematics of the second cycle of general education;
reflect on the organization of the post graduation courses for mathematics and natural sciences teachers to be run on the distance education basis and based on virtual learning environments (e-learning) and (video conference);
adapt an on-going post-graduation course and materials for mathematics and natural science teachers of the second cycle of general education run via distance education and based on virtual learning environments (e-learning) and (video conference);
Analyze whether the post graduation goals were fulfilled with regard to the reinforcement of teacher competences in the classroom reducing the rotativity in the school system.
Taking into account the specific objectives above, there are research questions that seek for answers, namely:
1. How to diagnose the level of use of information technology and communication among teachers of mathematics and natural sciences of the second cycle of general education?
2. What administrative-pedagogical processes guide the planning and organization of post-graduation courses run via distance education in virtual learning environments?
3. What indicators may guide the implementation of a post graduation course run via distance education and based on virtual learning environments, (e-learning) and (video conference)?
4. What teacher competences in the classroom may be identified as a guaranty that the objectives of post graduation were fulfilled?
1.6 Relevance of the study
Before going any further, it is important to remind that the social need for education has been rising even with the difficulties and constraints that people come across; there is a consolidation of the universality of education. Secondly, it is good to emphasize that education “lasts for life and it is carried out either formally or systematically within the established curriculum, by the exchange of experience in a day to day participatory life” (Huberman, 1999:21). Education is not limited to a physical space, traditionally known neither as school nor to a certain time. Education must be present throughout the life of each person. This leads to an idea of a continuous and continued education be it formal or informal.
Apparently, until now, distance education plays the role of pedagogic alternative system aiming to open access to information for those who are willing to learn. However, if well managed and using adequate means it can effectively contribute to overcome barriers in accessing distance professional qualification. It can also foster strategies that support the implementation of permanent education principles and ends, consequently, on continuous training.
Although the researcher argues that distance education should not be considered an alternative and compensatory method to face-to-face education but an opportunity to rethink education as a whole, authors like Gutiérrez e Prieto (1994:12) consider distance education as “an alternative strategy to respond to the limitation of traditional classroom”. However, some authors say that this kind of education presents some risks: industrialized teaching, consuming, institutionalized and authoritarian and involves vast number of participants. In this perspective, its implementation requires a carefully attention, but if the project is dealt with seriously it should be given the same value the face-to-face education has. The researcher has in mind that distance education is just a strategy, a teaching methodology toward education services. In this way, course structure, curriculum, evaluation criteria are the same approved for traditional courses. What differs between these two is teacher’s competence, teacher-students relationship, means used to get the message across and the technical-administrative organization of the responsible sector of course programs.
Currently every profession is challenged by changes. Regarding teacher himself, the researcher remembers that for his/her professionalization, a series of needs are required one of which is the continuous training.
Knowledge and abilities applied in a specific professional field is becoming less fixed, in short break times, they transform themselves and, at the same time, they become obsolete. In the new ways of working, a lot of demands as a result of the introduction of new science trends in technical and technological fields, in transport and communication systems, and even, in relationship behavior, organization and leisure require more access to information and continuous development of new skills to adjust and accommodate these changes.
The changes that occur currently in the society can be analyzed through different angles. Certainly, in all of them, education has a strategic position and, consequently, the teacher and continuous training. This training is seen as a systematic preparation for the different aspect of teaching activity and likewise the key point for the modernization of teaching.
However, according to Perrenoud “it is possible that teacher’s basic training course does not cover these rapid and diversity changes that go along with the evolution of teaching activities conditions” (Perrenoud quoted by Chakur, 1995: 80).
Although the teacher acting expectation is included in the table of change, it is interesting to observe that “no profession gets older than the teacher´s one because it deals directly with the logical knowledge. Besides getting the diploma itself, there is a need for keeping updated throughout life” (Demo, 1998:191).
From the personal point of view, there is a need for the teacher to understand the relevance for keeping him/herself professionally updated. They must also “conceive their profession as a way of being and living in the profession” (Huberman, 1999:47). But it is also, with no doubt, fundamental that this necessity should be recognized toward the viability conditions in the development of their carrier. Institutionally, this issue involves a series of requisites in terms of political decision and economical resources. Factors such as hesitation to change, lack of programs that respond to the needs, lack of incentives and budget restrictions make it difficult to run continuous teacher training programs. Therefore, every continuous training project should have a real motivating reason to introduce the changes and there should be necessary instruments and infra-structure available to carry out the expected changes. Joint provisions of above facts hinder the teacher’s professional systematic updates in the country.
Initial training and continuous training are two sides of the same course. Both aim to develop necessary competencies for the teacher’s activity and for the society and community. These two sides of the same course should constitute a coherent and integrated unit. It is not possible to clearly spot the end of a learning process and the beginning of real teaching process, “because there is an overlap between training time and social-professional experience one. In the center of this overlap, all competences acquisition strategies (including autodidactic) find their place” (Lévy, 1999:174). Some teachers try to auto manage their continuous training, while others perhaps “because they think that pedagogic know-how is a question of gift or experience” (Perrenound, 1997:199), ignore the need of continuous training. We cannot forget that for the concretization of auto-training we have to have an aim in continuous training. And that aim is understood as an action in search of formal knowledge, a way of being aware of their praxis and pedagogic activities. This process of continuous improvement and updates brings confidence to the teacher and enables him/her to see new challenges and perspectives in his/her action.
Continuous training should be part of the teacher’s professional life through “variety of channels that facilitate his/her knowledge update” (Nascimento, 1998:75). Face-to-face and distance courses are only some of the channels.
It is believed that teachers’ continuous training is an issue that should not be dissociated from initial training and “somehow, initial training is seen as the starting point for the continuous training which will last for all teacher’s professional carrier” (Perrenoud, 1997:149), the researcher thinks that is crucial to mention some points that cover initial training and call our attention to continuous training.
In initial training courses is visible the distance that separate the curriculum from the teaching practice in real schools. Therefore, in accordance with initial training, most of the times are inadequated and not adjusted to the reality, misleading teachers to start their professional lives without the minimum pedagogic practice background. It is necessary to rethink initial training to enable “the future teacher to build up a dialectic relation” in the sense “to prepare and facilitate closer relationship between the teacher and student in a harmonic articulation between knowledge and know-how, and as a stepping-stone to an authentic learning (Gonçalves, 1992:168).
It is important to remember that teaching activity can last 25 to 30 years and with the continuous scientific development there is a need for a permanent professional update. We cannot affirm that the teacher has already finished his/her course as soon as he/she gets his/her teacher’s first certificate. This certificate is only the foundation of his/her teacher carrier. Regarding teachers’ continuous training it is essential to propose alternatives “in response to the teachers’ real needs and according to a permanent education perspective, in addition, it is necessary to promote, support and incentive pedagogical initiatives at school and in the teachers” (Gonçaves, 1992:168).
The transformations that are taking place in the society are going to affect the teacher’s role. There will be certainly necessary some changes in initial training for future teachers and the establishment of a continuous training policy for in-service teachers. Are not only new qualification that will be required for the teachers, but also new opportunities will be open for those who accept challenges and have open minds for new challenges.
It is a social moment with no defined rules to go ahead, “the teacher should be critical thinker on his/her activities in order to orientate the procedures to the interests and willing to improve and perform better” (kenski, 1998:69).
Apart from defending the articulation between the initial training with the practice, universities should introduce continuous training, inviting teachers to gather together to reflect on their practice. Partnerships among schools and universities are important and necessary for the effective implementation of continuous training.
If, on the one hand, the teaching practice analyze has lead to a controversial theory when confronted with the recent research finding (Pimenta, 1996), on the other hand, some authors argue that is essential to consider that teachers have a practical vision of their action and knowledge. This vision has been developed through the theory and practice combination. Now, there is a need that universities and teachers come together because it is extremely important to introduce intellectual improvement in teachers’ training, above all, through high ranking university training and through Education Science research and edification of teaching specific content repertoire (Borges & Tardif, 2001:15).
The continuous teacher training as an investment towards the improvement of teaching in the classroom is stated by Nóvoa (1992) and Schön (1992). The continuous training process means an opportunity for the teachers to understand that they have knowledge that can contribute for the understanding and improvement of the learning-teaching process. It is important to consider that teachers can produce specific knowledge for their own working field and are also able to deliberate about their own practices; to drive-in, share and improve their practices to introduce changes that are likely to boost their efficacy. In short, teachers are considered as “practical-reflective people” they are able to reflect about themselves and their practices (Borges &Tardif, 2001).
Teachers’ long pedagogic practice and professional experience accumulated throughout their teaching lives clearly show that universities also have something to learn from them. If the distance between universities and school is suppressed, certainly there will be exchange of information and critical discussion that can contribute a lot to a theoretic and practical development of both institutions. One way of suppressing the distance between schools and universities is distance learning.
University is a place where the teacher can get new information that will lead him/her to build up new knowledge. In most of the cases, what dictates teacher’s absence in the university is his/her personal and professional everyday demands. When the teacher plans to continue with his/her studies he/she is forced to leave his/her school and even city. This moving consume almost all the teacher teaching time, forcing him/her to stop teaching and spend a lot of money in transport and food and frequently in accommodation.
1.7 Thesis structure
This study consists of six chapters.
In chapter one - it is discussed in the form of introduction and orientation the contextualization of the research theme and gives an overview of the problem being researched. It also presents the objectives and aims of this research, the relevance and thesis structure.
In chapter two - are discussed and confronted several authors arguments about the topic based on Education. It is presented an overview of the studies about teacher training and professionalization, theoretical issues of the continuous teacher training with regard to its characteristics, ways of developing their daily school work and life as well as the discussions about the implications and contributions that certain practices bring to the current educational context.
In chapter three – in Distance Education, after a brief presentation of the teaching theoretical approaches that guide distance education, it is discussed in detail theoretical questions about teacher’s continuous training. It is discussed the sense of the term distance learning giving an overview of its historic evolution as well as its components, modalities and technologies used. Following that the chapter deals with characterization of e-learning, video-conference, presenting their advantage and disadvantage. Barriers of e-learning and some video-conference constrains, environment and critical factors for the success of this modality are also discussed in this chapter. It is also approached questions of quality in education, concepts, different visions, trying always to highlight distance education and special in e-learning education.
In chapter four - in Research Methodology and Data are presented the research methodological procedures. To cover this topic is approached and discussed in detail the research general methodology conception, the population, the sample, research instruments and the validity as well as data analyze and interpretation. Finally, it is presented the profile of the participants of this study.
In chapter five – it is presented the study findings, analyzed and discussed the results of this study diagnostic phase.
In chapter six – is where is assessed and adapted model course for distance post-graduated level where the teaching process is suppose to take place in virtual learning environment (VLE) for in-service teachers of Natural Science and Mathematics, teaching in the 2nd Cycle of general Secondary Education. Here is presented the practice reflection and the training reflection practice trying to discuss teaching as a rational and reflective activity, as an activity where each step taken is planed and each option is a result of a deliberative process, as a utopian practice to reach. At the end it is presented the conclusions and key recommendations of this study that point out to the country’s necessity to expand and disseminate knowledge and training to the largest possible number of in-service teachers.
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