Profissionalidade docente: Um olhar sobre a condição de trabalho do formador do instituto de formação de professores de Chongoene

Abstract

This article aims to investigate the construction of the professionalism of primary teacher trainers and adult educators at the Chongoene Teacher Training Institute, seeking to understand the various elements that contribute to the teacher training process, based on three questions: What is the profile of the primary teacher trainer and adult educators at the Chongoene Teacher Training Institute? What challenges do these professionals face in the teaching and learning process? And what are the perceptions, expectations and motivations of the trainers of the Chongoene Teacher Training Institute about the new model for training teachers and adult educators? In order to achieve the defined objectives, this study used the interpretive paradigm. The study took the form of a multiple case study, comprising 16 participants, of whom each was considered a case or unit of analysis. The specificities of the professionalism in teaching of the participants emerged in the data and constituted ten categories of analysis to their perceptions, expectations and motivations and is revealed by the constant mobilization of diverse knowledge for identify and effort to solve everyday problems marked by uncertainty, imbued with a strong intrinsic motivation.