tecnicoAnonymous202019-10-29T17:25:00Z2019-10-29T17:25:00Z2019-10-29T17:25:00Z12398521923182512585715

The professors' overcoming of Mathematics: strategy from the compromise with the teaching in Angola's Education

La superación del profesor de Matemática: estrategia desde el compromiso con la enseñanza angolana

Hilario Madureira Sacalei-Freitas

Huambo, Angola,

Aspirante a Doctor en Ciencias Pedagógicas por la

Universidad de Holguín

Roberto Pérez-Almaguer

Wilber Garcés-Cecilio

Universidad de Holguín, CubaCorreo electrónico(s):

hfreitas82@gmail.com

robertkeycamila@gmail.co

wilbergc@femsu.uho.edu.cu

Received: 13 de octubre de 2018Accepted: 14 de enero de 2019Abstract: From an advanced education position, the results of the systematization of the overcoming of the Mathematics teacher of secondary education in Huambo, Angola are presented. Relationships are provided that allow to base the logic of the process of overcoming contextualized to the demands and performance demands of this professional, and a strategy that enriches his permanent training by influencing his professionalization. The transformations are manifested in the performance of teachers during involvement in the proposal and in their actions as mathematics teachers.

EduSol

Vol. 19. Núm.69

ISSN: 1729-8091

Publicada en línea: octubre de 2019 (http://edusol.cug.co.cu)iVBORw0KGgoAAAANSUhEUgAAAboAAACOCAYAAABHa82KAAAAAXNSR0IArs4c6QAAAARnQU1BAACx jwv8YQUAAAAgY0hSTQAAeiYAAICEAAD6AAAAgOgAAHUwAADqYAAAOpgAABdwnLpRPAAAAAlwSFlz AAAh1QAAIdUBBJy0nQAAQr9JREFUeF7tfQmYXEXVdieZnpksoIBASHqSsGg0CuqHy4eKfKgooiDw IyibIPALIhi2DwRlEdmVRWRHUDYBk8lkAREEBGRHCWHf9zUQErbsk+99q6t7qm/Xvbfq9r29zZnn 6ad7uuvW8tby1jl1zqnc9Hz+6OtyuVVz8heKwFW53PBp+fwxN+dyowQmQUAQEAQEgRZDoC+ffwKL +Mt9nZ3brMjlhrRY9TOv7syOjo2Bz8PAZ/G1udzKmRcoBQgCgoAgIAikiwCJDov4Crz6saBPndLd PT7dElozN5Da6sDkQryWaXyE6FqzK6XWgoAgMNgRMIiOZLdiWmfnO72dnb+gum4wYnNfLpfv7ej4 GXCYqwlO4SIS3WAcDdJmQUAQaAsEgkRXWtwh3T2N1w6DRZ3JdqLtW2k1ZYnczHeR6NpixEsjBAFB YNAhEEZ0hjRzz/Surs3blfDYrmldXV9He28PSHBBshOiG3SzQxosCAgCbYGAA9GVFnwSwXeuzuWG tUPD2Q6oJ7fA67YYghPVZTt0uLRBEBAEBi8CHkRXOsN7AM/sPiOXG9GKqP09lxsJ9eSeILgHHAlO iK4VO1rqLAgIAoJACQFfojPO8N7As6fAcOUTrYAmyG393nz+NLwHjUxs53FyRtcKnSp1FAQEAUHA BYGkRGdIQ8vx+U6cc+3XN3z4GJcy65WGrhKQ3A5C/e7De7+nBCdndPXqKClHEBAEBIEsEQABHErT 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Keywords: Permanent formation; Professional upgrading; Professionalization; Mathematics teaching

Resumen:

Desde una posición de educación avanzada se presentan los resultados de la sistematización de la superación del profesor de Matemática de la enseñanza secundaria en Huambo, Angola. Se aportan relaciones que permiten fundamentar la lógica del proceso de superación contextualizado a las exigencias y demandas de desempeño de este profesional, y una estrategia que enriquece su formación permanente al incidir en su profesionalización. Las transformaciones se manifiestan en el desempeño de los docentes durante la implicación en la propuesta y en su accionar como profesores de Matemática.Palabras clave:

Formación permanente; Superación profesional; Profesionalización; Enseñanza de Matemática

Revista EduSol

Volumen 16. Número 57.

ISSN: 1729-8091

Publicada en línea:11 de enero de 2017 (http://edusol.cug.co.cu)

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Introduction

The importance, timeliness and need that has acquired the training of education professionals in the Angolan context has led to the improvement of the processes of lifelong learning where overcoming due to the improvement of their professional performance continues to be strongly revealed in specialized sources on this thematic Consequently, in the new Basic Law of the Education and Teaching System (Law 17/16 of October 7, 2016), as an instrument that regulates

what concerns the Angolan education and teaching system, a teacher training subsystem is identified that It highlights among its general objectives the need to train teachers with adequate profile for the realization of the objectives of education.

The essence lies in achieving competent professors in the Angolan society, able to participate in ongoing training processes that favor the constant updating of knowledge of the science they impart, the improvement of skills, and the development of feelings and values according to the profession Pedagogical For this reason, it is demanded that students reach an educational institution where teachers, from their practice, use pedagogical and technological work instruments such as curriculum, teaching content, educational technologies, and methods.

The goal is to achieve the professionalization of teachers through professional improvement to overcome the deficiencies that persist from the initial training. This demands the conception of professional improvement alternatives on the basis of pedagogical theories and regularities in close relation with the context and social practice, so that the results obtained contribute to the continuous improvement in the professionalization of teachers in the Mathematics teaching-learning.

Our professional experience, the exchange with teachers of this educational level, the literature review of normative documents and student learning evaluations, evaluations of professional performance, and daily educational practice, allowed us to characterize the existing situation. The analysis carried out revealed as a research problem to address the inadequacies in pedagogical practice related to the professional improvement of mathematics teachers in the province of Huambo, Angola, for their professionalization, expressed in a limited development of the overcoming actions as part of the performance of teachers, who mostly attend problems of the profession and specific areas without addressing the integrality of pedagogical practice

For its solution, the objective is to develop a strategy to improve the professionalization of Mathematics teachers in the second cycle of secondary education in the province of Huambo, Angola, developer of actions for its insertion as part of the permanent training of teachers.

Development

The proposal of overcoming that is based assumes the pedagogical practice in the sense of identifying problems and solving them, but above all as a collective practice built by groups of teachers or by any teaching staff of a particular school institution. In order that the school becomes a center for professional improvement, it is necessary to promote internal training experiences, that this initiative is articulated with the school day and does not move the teacher to other training spaces.

These elements demand pedagogical foundations that guide the training accordingly with the specific demands of the educational scenarios in secondary education, which allowed deepening in the categories permanent training, professional development, and pedagogical professionalization. This analysis led to the deepening of the improvement as part of the permanent training.

The analysis of the theoretical references of Añorga (1995), Valiente (2001), Santiesteban (2002), Parra (2002), Bernaza (2004), Palma (2007), Castiñeiras (2007), Suárez (2007), Torres (2007 ) allows to determine the need to expand the horizon of improvement of teachers in the second cycle of Angolan secondary education from the potential of the context in which the professional works. These references have become relevant information for the development of this research, since they offer a theoretical and methodological conception of professional development that favors the understanding of this complex process.

This understanding involves school institutions in the need to create institutionalized space and time that favor collective processes of reflection and intervention in pedagogical practice through pedagogical meetings within the workload of professionals, collective construction of the political-pedagogical project of the school, including the overcoming program and its collective evaluation.

These references place the improvement of teachers related primarily to professional development. From this conception it is emphasized at present in the elevation of the competence and performance of a professional that provides a response to the teacher's own needs in the context of the fundamental activity that he carries out and the transformations that have been happening in Angolan secondary education.

The analysis carried out of professional improvement in the framework of lifelong learning constitutes a response to the demands of the Angolan context of integrating initial training and its continuation to meet the needs of the social project. In addition, the role corresponding to the second cycle of secondary education for the achievement of such aspirations in close relation to another important concept, that of professionalization, from the referents of Piña (2004), Nóvoa (1991), Imbernón (2008).

In this way, lifelong learning and professionalization are related in a dialectical way, while the latter's approach depends on the solution to the contradictions that occur in the pedagogical process. In the search for theoretical foundations that support professional improvement in the professionalization of Mathematics teachers in Angolan secondary education, it is very important to locate the teacher's performance in the specific context in which their practice for transformation is developed, so it values the professional interest that is required to reach in each teacher and the satisfaction with their performance.

In addition, limitations are revealed in the normative documents that guide educational policies in Angola (Law of Bases of the Education and Teaching System, Law No. 17/16 of October 7, 2016; and Law of Bases of the National System of Vocational Training, Law 21-A / 92), theoretical elements that allow synthesizing that:

The theoretical foundations that guide these processes are directed from the university institutions with a predominance of academic training, without recognizing the pedagogical potential of the school as a center of permanent training in the pedagogical professionalization of teachers.

The previous studies reveal a conception about the overcoming of teachers with a homogeneous character, since they do not consider the variety of teachers with experience and of diverse formations that teach Mathematics, which limits the individual and differentiated character of the pedagogical professionalization of the teaching staff.

The theoretical foundations that support the professional improvement of mathematics teachers reveal limitations in the establishment of collaborative spaces for improvement

that allow harmonizing collective and individualized forms executed in the conditions of the workplace, so as to enhance reflection in around the educational practice.

From these referents, the assumption of the school as a scenario of overcoming led to deepening the current situation of overcoming and its impact on the professionalization of mathematics teachers in this educational level in the province of Huambo, from the deployment of two phases:

The first was called a contextual approach phase, with the intention of knowing the manifestation of the problem, as an approach from the general point of view, with support in the demands of the Angolan education and teaching system to the needs of overcoming teachers.

The second was called the deepening phase, for the characterization of the situation in the overcoming and its impact on the professionalization of the Mathematics teachers in practice in the second cycle of the secondary education of Hambone with concretion in the schools of the sample.

The results obtained allowed to synthesize the following considerations:

The directors consider the professional improvement of teachers important, but they do not have the preparation for conducting this process or they do not generate mechanisms that favor their deployment from the potential of the school as a stage of improvement.

The development of varied activities in which math teachers are inserted to favor professionalization in performance from pedagogical and didactic contents that allow the achievement of positive results in student learning is insufficient.

The value of collaborative work is recognized for the fulfillment of the end of Secondary Education. In spite of this, the collaborative treatment of the subject for its concretion by the teacher of the second cycle of secondary education is not systematized in the conception of overcoming from different management structures.

The diagnostic study allowed revealing the deficiencies and potentialities in the process of professional improvement of the mathematics teachers of the second cycle of Angolan secondary education as evidence of the scientific demand to approach the improvement, tempered to the context in which teachers develop, in response to the deficiencies and limitations present.

The results obtained lead to the search of the theoretical - methodological foundations that allow deepening the improvement as part of the permanent training, so as to support the professionalization of the teaching staff from the own scenarios where they work.

In order to meet these demands, a strategy is designed to improve the mathematics teaching staff based on the systematization of the premises that guide the dynamics of said strategy.

These premises are:

The assumption of high school as a stage of improvement.

Recognition of collaborative work as a way to transform individual work into a collective.

Problematization of educational practice as a conductive thread for overcoming.

The strategy for the improvement of the teaching staff allows projecting a qualitative change in the system from eliminating the contradictions between the current and the desired state, and implies a planning in which the establishment of actions aimed at an end to be achieved takes place. Which does not mean that in a moment your course can vary? In them, the objectives and goals that are dialectically pursued are interrelated in a general plan with the methodology to achieve them.

The strategy from the logic of its structuring is aimed at provoking the necessary changes to guarantee a good preparation of the Mathematics teachers of secondary education in Huambo. This is sustained as a result of a participatory process of its actors in the progressive transformation of the same from the conditions created so that the modifications that are required, external and internal, take place and the success is achieved.

The general structuring of the strategy focuses on the attention to the following problem to be solved: the need for professionalization of Mathematics teachers in the second cycle of Angolan secondary education in the Huambo province.

The general objective of the strategy is directed to the development of overcoming Mathematics teachers for their professionalization, in order to face the challenges imposed by Angolan secondary education.

Consequently, a pedagogical strategy is proposed that is based on phases through which its implementation takes place to achieve the proposed objective in correspondence with the logic of the process of overcoming, conceived in the school as a scenario of overcoming, and through which it is consistent with the theoretical elements that support it. These phases are:

Diagnostic phase of teacher preparation and demands to face the challenges that secondary education imposes.

Overcoming projection phase.

Coordination phase of educational agents for the deployment of collaborative improvement.

Dynamic phase of improvement in the context of the school as a stage of improvement.

Evaluation phase of the influence of actions on the professionalization of teachers

The logic of the strategy from the dynamics of its phases is based on an essential element: the accuracy of the contents of the improvement in the professionalization of mathematics teachers. These contents are related to the demands of the Angolan secondary education, which brings about a psychopedagogical and didactic logic to favor the learning of Mathematics in this educational level that emerges from the contextual relations in which students and teachers are inserted.

From these ideas, the contents of the improvement to be attended from the permanent training of the teachers are specified. The contents are derived from the articulations of the following aspects:

The contents declared in each of the programs of the second cycle of secondary education.

The starting budgets declared above.

The results of the characterization study carried out in secondary education in the province of Huambo, and which point towards the determination of the demands of psychopedagogical and didactic preparation of teachers of this educational level.

This articulation allowed in the development of the investigation to specify as contents of the overcoming of the professors of Mathematics of the Angolan secondary education the following:

Contents of general pedagogical training:

The diagnosis of mathematics learning and its follow-up from the dynamics of the process.

The contextual projection of mathematical content from the link with life.

Didactic training content:

The developer methods and their projection from the mathematical content.

Contents of psychological training:

The orientation of learning as the basis for achieving superior results in students.

The stimulation of motivation for learning Mathematics.

These contents specify the purpose, objectives, and principles of improvement in the professionalization of mathematics teachers in the second cycle of Angolan secondary education. The contents to be developed are related to each other based on the pedagogical nature of lifelong learning, where the contents of general pedagogy are linked with the other contents declared by the generalizing nature of both.

The contents of didactic training are related to others, the concrete ones in the teaching-learning process of Mathematics, which must attend the training of teachers both in the cognitive sphere and in the motivational value sphere. On the other hand, the contents of pedagogical psychology constitute essential elements for the process of permanent formation of the professors of Mathematics because these become a support to propitiate the transformation of oneself, of others, of the pedagogical process with their students, and of the context in which they perform professionally.

From these arguments, the actions of overcoming are guided according to the organizational forms that are integrated in the process, each of them playing a role in the professionalization of teachers. In addition, in their integration they achieve an influence on both the subjects and the process as a whole.

From this perspective, the following are proposed as ways of overcoming: self-improvement, collaborative training, and pedagogical accompaniment. These forms are intertwined around the problem of the profession that at all times guide the process of overcoming by assuming problematization as the starting point in the professionalization of mathematics teachers.

From the problematization, the overcoming actions are structured and are attended from the collaborative training with the incorporation of educational agents, which in turn are protagonists in the accompaniment modality. With these forms, it is not possible to meet all the needs for improvement, an issue that demands teachers' self-improvement to face the solution of the initial professional problem and face new problems. This reaffirms the procedural nature of the contextualized overcoming of the particularities of Angolan secondary education.

From this, the need to meet the demands of the forms and contents of the overcoming is derived, and the following are established as components of the transformative concretion: contextualized articulation of the overcoming scenarios, mobilization of the collaborative action of the educational agents, and the deployment of action-reflection-action.

The proposal was developed from the logic of each of the phases, so that it was introduced in the educational practice of secondary education in Huambo, achieving satisfactory results. This started from the diagnosis of the needs and potential of teachers to face the teaching of Mathematics. This diagnosis is considered as a requirement to achieve the detection of existing deficiencies that allow us to know essentially where the problems lie. In addition, the value of diagnosis is highlighted to promote in teachers the need to professionalize math teachers to meet the demands and aspirations of Angolan secondary education.

In the implementation of the improvement proposal, 20 teachers worked. The different organizational forms used were developed on the basis of dialogue, experiential and reflective exchange, and based on the experience of teachers in the direction of the training process and in particular in the teaching-learning of Mathematics. In addition, the willingness of teachers for transformation or change was taken into account.

The report of the activities developed offered a vision of the preparation acquired by the teachers in the topics discussed. Among the results obtained, are the following:

It allowed knowing essential elements for the professionalization of teachers, especially in the methods for achieving the result of learning Mathematics in students.

It contributed to the sensitization of teachers, which was evidenced in the transformation of initial opinions about the conditions of secondary education. In this sense, the transformations in the collaboration of teachers to meet the learning needs of their colleagues are considered positive, an issue recognized as one of the main achievements in the face of existing difficulties in this regard.

The psycho-pedagogical and didactic preparation of teachers for the direction of the teaching-learning process of Mathematics was raised, focusing on the methods to be used and the orientation to be developed in the spaces of organization of the process, especially the class.

Conclusions

The vision of the overcoming from the assumed referents allows an understanding of the professionalization of the Mathematics professors of the second cycle of the secondary education in Huambo. The assumption of the contextual approach of the overcoming has allowed in the years of deployment of the developed actions to influence the preparation of the professors of Mathematics to achieve the transformation in the learning of this matter in the students of this educational level.

The pedagogical scope of the content of the overcoming determined as part of the investigation is revealed. This results in a transformation in the way of seeing Mathematics, from focusing on content to a science for life, especially through the promotion of motivation for it. This new look makes the proposal for improvement that is carried out a result that favors the transformation of the Angolan education and teaching system by contributing to the strengthening of the professionalization of teachers from the practical theory link, in which the student is the center of the educational act.

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Hilario Madureira Sacalei, Roberto Pérez, Wilber Garcés:

The professors' overcoming of Mathematics: strategy from the compromise…

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