STRATEGIES FOR IMPROVING PEDAGOGICAL TRAINING SEMINARS IN MALANJE AIMING TO IMPROVE EDUCATIONAL PRACTICES

Abstract

This study examines strategies for improving pedagogical training seminars in Malanje, focusing on enhancing educational practices. The main objective was to analyze current practices of pedagogical training seminars in Malanje and propose improvement strategies to make these meetings more effective and tailored to the needs of the province's teachers. The research adopted a qualitative, exploratory, and descriptive approach, utilizing semi-structured interviews with 20 teachers and 5 administrators, as well as direct observation during three seminars held in the province. The results show that teachers recognize the importance of seminars for professional development but express dissatisfaction with traditional models, which focus on vertical content delivery. Although some topics, such as classroom management and school assessment, were considered useful, 70% of participants reported that the content barely addresses the specific needs of the municipalities, leading to demotivation and a low impact on teaching practices. The research identified the most effective strategies as: conducting prior assessments of teachers' needs, adopting participatory methodologies, integrating theory and practice, contextualizing content according to local diversity, and using technological resources to enhance training. Furthermore, it highlighted the importance of continuous monitoring and encouraging pedagogical innovation as mechanisms to ensure applicability and real transformation. The conclusion is that training seminars in Malanje have significant potential for professional development, but their effectiveness depends on overcoming the traditional model. By implementing participatory and contextualized strategies, these meetings can become more relevant instruments for continuing education, fostering teacher motivation and contributing to improving the quality of education in the province.