dth 6 doctoral thesis alsone jorge guambe

Doctoral Thesis | Alsone Jorge Guambe

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Alsone Jorge Guambe

Distance qualification in the teacher continuous training in general Secondary Education in

Mozambique

Commonwealth Open University

Spain

2010

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Alsone Jorge Guambe


Mozambique

Thesis to be submitted to the Faculty of Education of The

Commonwealth Open University (Spain) as part of the assessment for

the PhD degree in Education.

Supervisor: Dr. Sheryl Snyman, PhD (Ed Man)

Co-Supervisor: Prof M. Herholdt, PhD (D.Phil)


Spain

2010

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DEDICATION

To you my missing father...my everlasting coach!

I wonder whether those who passed away could return to this world and freely walk around without being seen by those who once loved them, but if that could happen I’m convinced that you would always be by my side. When hearing the ocean, I will understand your coaching, when feeling the fresh air spotting on my face I will feel as if your spirit was touching me…leading me to an unknown and unpredictable future.

I love you, Waiela!

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ACKNOWLEDGMENTS

Despite the risk I may take by forgetting some names I must be greatful to many people who

have collaborated in this thesis provided that no intellectual work can be done in the solitude,

especially because of the social nature of the ideas. Obviously, I had to overcome personal

limits and unfold efforts to materialize this study. Throughout the process I found friends

who participated in this adventure in different and productive ways.

Many people have contributed for my intellectual growth and developed my sensitivity to

subjects related to educational field. Some of them are my own students who will never

remember the invaluable participation they have given throughout this thesis.

To my supervisor, Doctor Sheryl Snyman (PhD) (Ed Man), for the interest and availability

shown in this study and for the criticisms, suggestions and encouragement that she has given

throughout its accomplishment. To Prof M. Herholdt for the support and encouragement.

To all my colleagues of the Instituto Superior Maria Mãe de África and of the Faculty of

Education of the Eduardo Mondlane University Doctors Francisco Januário and Giuseppe

Meloni, to the Masters Domingos Buque and Olívia Matusse, for the encouragement and

suggestions given in the most difficult moments. Finally, I pay tribute to my special friend

Auzinda Domingos for the devotion and professionalism demonstrated in translating this

thesis from Portuguese to English.

To my other friends and family for the support given in the accomplishment of this work.

Special thanks goes to my mother, my brother Inacito and my very special friend Marmy that

had discretelly followed the evolution of this study and to Yanis for having been an increased

source of inspiration.

Last but not least I thank God that has given me the pleasure of having his constant presence

and who has contribuited to my existence and that of everyone here in the world and who has

made this study possible!

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ABSTRACT

This thesis is aimed to contributing to theoretical and empirical theories that are related to

distance education teaching-learning process. For that reason, there has been a suggested

academic distance education teaching-learning platform based on e-learning and video-

conference, which emphasizes an active, meaningful and autonomous learning. This study is

centered in the anti-positivist paradigm and in the critical theory, although with resource, in some

cases, to the positivist paradigm because there were also quantitative aspects that are related to

human structure and behavior that needed to be considered. In order to fulfill the desired

objectives, this study presupposes the fulfillment/carrying out of a research that used a

qualitative methodology, because the aspects dealt with had to do with qualitative aspects of

human activities and experience. This was also complemented by a quantitative methodology. In

this way and in accordance with the defined objectives, the current research is exploratory by

nature and documentary in character which implied multiple methodology procedures

predominantly originating from an action research. In order to get the final product, this research

has undergone through four steps namely:

i) Diagnose the situation of Information and Communication Technology use by the

teachers of maths and natural sciences in the general Secondary Education;

ii) Implement a masters course in virtual learning environment for mathematics and natural

sciences in-service teachers;

iii) Reflection about the practices and the practices of the reflection on training and

iv) Evaluate master’s courses in virtual learning environment for mathematics and natural

sciences in-service teachers.

In the end of the fourth step it was concluded that the interaction and participation can be

improved through a mediate communication tool on the computer. This can efficiently be

supported by collaborative/interactive activities and there can be created some enriched and

authentic environment that can provide facilitating conditions for expanding the learning

environment to society and overtake the understanding of very local scope. The integrated

academic platform of e-learning and video-conference offers a wider and an integrated

functioning that allows the creation of distributed environment which can support new

approaches in qualification of mathematics and natural sciences in-service teachers, contributing

for dissemination of virtual learning environment.

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Keywords: Academic Platform, distance education, e-learning and video-conference.

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RESUMO

O objectivo principal deste estudo é contribuir com pesquisas teórico-empíricas relacionadas

com o processo de ensino-aprendizagem à distância. Para isso, propõe-se uma plataforma

académica de ensino e aprendizagem à distância, baseada na modalidade e-learning e vídeo-

conferência, que prima por uma aprendizagem activa, significativa e autónoma. Este estudo

centra-se nos paradigmas anti-positivista e da teoria crítica, embora com recurso, em alguns

casos, ao paradigma positivista na abordagem dos aspectos quantificáveis das estruturas e do

comportamento da actividade humana. A fim de atingir os objectivos pretendidos, este estudo

pressupôs a realização da pesquisa seguindo a abordagem qualitativa complementando-a com a

quantitativa. De acordo com os objectivos definidos, a pesquisa foi de carácter exploratório e

documental utilizando procedimentos metodológicos múltiplos predominantemente provindos da

pesquisa-acção. Para se chegar ao constructo final, a pesquisa passou por quatro etapas

principais:

i) Diagnosticar a situação do uso das TICs por parte de professores de Ciências Naturais

e Matemática do Ensino Secundário Geral;

ii) Adaptar e implementar conteúdos de um módulo presencial para serem ministrados à

distância, em Ambientes Virtuais de Aprendizagem para professores em exercício de

Ciências Naturais e Matemática;

iii) Reflexão sobre as práticas e as práticas de reflexão em formação e

iv) Avaliar um módulo, ministrado à distância, em Ambientes Virtuais de Aprendizagem

para professores em exercício de Ciências Naturais e Matemática.

Ao final da quarta etapa, concluíu-se que a interacção e a participação podem ser melhoradas

através de ferramentas de comunicação mediada por computador, podem ser eficazmente

suportadas actividades colaborativas e podem ser criados ambientes enriquecidos e

autênticos, criando condições facilitadas para estender o ambiente de aprendizagem à

sociedade e ultrapassar compreensões de âmbito muito local. A plataforma académica

integrada de e-learning e vídeo-conferência, oferecendo um conjunto alargado e integrado de

funcionalidades, permite nomeadamente a criação de ambientes distribuídos que podem

suportar novas abordagens na qualificação de professores de Ciências Naturais e Matemática,

contribuindo assim para a construção dos contextos de desenvolvimento de comunidades

virtuais de aprendizagem.

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Palavras-chave: Constructo, E-learning, Ensino à distância, Vídeo-conferência, Plataforma

académica.

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RESUMEN El objetivo principal de este estudio es contribuir con investigaciones teórico – empíricas

relacionadas con el proceso de enseñanza y aprendizaje a distancia. Para este fin se propone

una plataforma académica de enseñanza y aprendizaje a distancia basada en la modalidad

“e-learning” y video – conferencia, que prioriza un aprendizaje activo, significativo y

autónomo. Este estudio se centra en los paradigmas anti – positivista y en la teoría crítica,

aunque con recursos, en algunos casos, del paradigma positivista en la perspectiva de los

aspectos cuantificables de las estructuras y comportamiento de la actividad humana. Con el

propósito de alcanzar los objetivos pretendidos, este estudio previó la realización de una

investigación siguiendo el abordaje cualitativo en complementación con el cualitativo. En

consonancia con los objetivos definidos, la investigación fue de carácter exploratoria y

documental utilizando procedimientos metodológicos múltiples, procedentes,

predominantemente, de la investigación – acción. Para llegar a las conclusiones finales, la

investigación pasó por cuatro etapas principales:

i) diagnosticar la situación del uso de TICs por profesores de ciencias naturales y

matemáticas de la Escuela Secundaria;

ii) adaptar y implementar contenidos de un módulo presencial para ser

administrados a distancia, en ambientes virtuales de aprendizaje para profesores

en ejercicio de ciencias naturales y matemáticas;

iii) reflexión sobre las prácticas de reflexión en formación

iv) evaluar un módulo administradado a distancia en ambientes virtuales de

aprendizaje para profesores en ejercicio de ciencias naturales y matemáticas.

Al final de la cuarta etapa, se concluyó que la interacción y la participación pueden ser

mejoradas a través de herramientas de comunicación mediatizadas por computadores; que se

pueden realizar actividades colaborativas y se pueden crear ambientes enriquecidos y

auténticos creando condiciones facilitadoras para extender el ambiente de aprendizaje a la

sociedad superando contextos locales. La plataforma académica integrada de e-learning y

video-conferencia, ofreciendo un conjunto extenso e integrado de funciones, permite,

concretamente, la creación de un ambiente distribuido que puede integrar nuevos abordajes

relacionados con la cualificación de profesores de ciencias naturales y matemáticas,

contribuindo así para la construcción de contextos de desarrollo de comunidades virtuales de

aprendizaje.

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Palabras clave: Construcción, E-learning, aprendizaje a distancia, videoconferencia,

plataforma académica.

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TABLE OF CONTENTS

ACKNOWLEDGMENTS ............................................................................................................................... 3 LIST OF ABREVIATIONS ......................................................................................................................... 9 LIST OF FIGURES .................................................................................................................................... 10 LIST OF TABLES ...................................................................................................................................... 12

Chapter 1 ..................................................................................................................................................... 15 1.1 Introduction ....................................................................................................................................... 15

1.2 Description of the Problem ............................................................................................................... 16

1.3 Conceptualization ............................................................................................................................. 19

1.3.1 Distance Education: Some reflections .................................................................................. 19

1.3.2 A tutor-teacher ...................................................................................................................... 20

1.4 Objectives and aims of this research ................................................................................................. 22

1.5 Relevance of the study ...................................................................................................................... 24

1.6 Thesis structure ................................................................................................................................. 28


2.2 The Cyberculture .............................................................................................................................. 30

2.3 VLE: the learning in a new space/time ............................................................................................. 33

2.4 About the models of continuous teacher training ............................................................................. 36

2.4.1 Theoretical-conceptual framing of the training .................................................................... 37

2.4.2 Training Models: A contribution for practice analyses ........................................................ 41

2.4.3 Brief reflexion around the emerging practices ..................................................................... 42

2.4.4 The reflexion as a structuring dimension of teacher practices and professional development ................................................................................................................................... 44

Chapter 3 ..................................................................................................................................................... 49 3.1 Analysis of the learning theories of the distance education .............................................................. 49

3.2 Concept and characterization of the Distance Education .................................................................. 55

3.2.2 Models and technologies used .............................................................................................. 58

3.2.3 Advantages and limitations of distance education ................................................................ 60

3.3 Historical Evolution of Distance Education ...................................................................................... 62

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3.4 Concept and characterization of e-learning ....................................................................................... 64

3.4.1 Advantages and disadvantages of the e-learning ................................................................. 67

3.4.2 Catalysers and Bias to e-learning ......................................................................................... 68

3.4.3 The e-learning and the Institutions of Higher Education ..................................................... 69

3.5 Concept and characterization of video-conference ........................................................................... 72

3.6 Lessons learned ................................................................................................................................. 73


4.2 Selection of the Research Paradigm and Methodology .................................................................... 78

4.2.1 Positivism .............................................................................................................................. 78

4.2.2 Anti-positivism ...................................................................................................................... 79

4.2.3 Critical theory ....................................................................................................................... 80

4.2.4 Research paradigms and research methods ......................................................................... 81

4.3 Characterization of the research ........................................................................................................ 82

4.4 Research steps ................................................................................................................................... 88

4.5 Population and sample ...................................................................................................................... 90

4.6 Data gathering: method and instruments .......................................................................................... 91

4.6.1 Data gathering ...................................................................................................................... 93

4.6.2 Quality of information ........................................................................................................... 99

4.7 Validity and reliability of the instruments ........................................................................................ 99

4.7.1 Reliability ............................................................................................................................ 100

4.7.2 Validity ................................................................................................................................ 101

4.8 Ethical Issues .................................................................................................................................. 103

4.9 Research respondents´profile .......................................................................................................... 105

Chapter 5 ................................................................................................................................................... 111 5.1 Presentation and analyze of results ................................................................................................. 111

5.1.1 Results of discussion with focal groups .............................................................................. 111

5.1.2 Results of the questionnaires .............................................................................................. 114

5.1.3 Results of interviews ........................................................................................................... 153

5.2 Conclusion ...................................................................................................................................... 157

Chapter 6 ................................................................................................................................................... 159 6.1 Summary ......................................................................................................................................... 159

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6.2 Findings........................................................................................................................................... 162

6.2.1 Factors that stimulate the natural sciences and mathematics teachers in taking masters courses ......................................................................................................................................... 162

6.2.2 Reflections about the masters’course ................................................................................. 162

6.3 Recommendations ........................................................................................................................... 166

6.3.1 Motivation and stimulus ...................................................................................................... 166

6.3.2 Simuli from the external environment ................................................................................. 167

6.3.3 Stimuli from institutional environments .............................................................................. 168

6.3.4 Individual Perception of stimuli .......................................................................................... 169

6.4 From adaptation of the materials .................................................................................................... 169

6.5 From the learning conditions .......................................................................................................... 170

6.6 About online sessions ..................................................................................................................... 170

6.7 Evaluations of the sessions ............................................................................................................. 172

6.8 Conceptions and models of reflective practice on training ............................................................. 174

6.8.1 Conceptions of reflective practice ....................................................................................... 175

6.8.2 Reflection Concept .............................................................................................................. 175

6.8.3 Previous Conditions to reflection ....................................................................................... 177

6.8.4 Reflection Content ............................................................................................................... 179

6.8.5 Reflection Product .............................................................................................................. 179

6.8.6 Characteristics of the reflective teacher ............................................................................. 181

6.8.7 Models of the reflective practice ......................................................................................... 182

6.9 Conclusion ...................................................................................................................................... 186

6.9.2 Topics for further studies ............................................................................................................. 193

REEFERNCES ......................................................................................................................................... 195 A P P E N D I X E S ................................................................................................................................. 207 CURRICULUM VITAE ........................................................................................................................... 227

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LIST OF ABREVIATIONS

3G – 3rd generation mobile telephony resources

ADSL – Asymetric Digital Subscriber Line

VLE – Virtual learning environment

B-LEARNING – Blended Learning

CD – Compact Disc

CD-ROM – Compact Disc-Read Only Memory

CODEC – Encoder/Decoder for digital signals

DVD – Digital Video Disc

FTP – File Transfer Protocol

HEI – Higher education institution

INOFOR – Portuguese Institute for innovation in Training

PIHE – Public institution of higher education

IRC – Internet Relay Chat

Kbps – Kilobits per second

LAN – Local Area Network

MCT – Ministry of science and technology

MEC – Ministry of education and Culture

MoRENet – Mozambique Research & Education Network

MSN – Portal da Microsoft

SWOT – Strengths, weaknesses, opportunities and threats

ICT – Information and communication Technology

TV – Television

EMU –Eduardo Mondlane University

UNESCO – United Nations Educational, scientific and cultura organization

VOIP – Voice over Internet Protocol

WAN – World wide area network

WBLE – Web-based learning environment

WBT – Web-based training

WEB/WWW – World Wide Web

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LIST OF FIGURES

Figure 3.1: Distance Education System. Adapted from Endis (1997)

Figure 4.1: Methodological procedures of the research

Figure 4.2: Age group of the participants

Figure 4.3: Distribution of the participants per sex

Figure 4.4: Professional Category of the participants

Figure 4.5: working time of the participants

Figure 4.6: Distribution of the participants per sex and per country region

Figure 5.1: National distribution of the selected schools

Figure 5.2: Distribution of the selected schools in the Southern region of Mozambique

Figure 5.3: Distribution of the selected schools in the Central region of Mozambique

Figure 5.4: Distribution of the selected schools in the Northern region of Mozambique

Figure 5.5: Sample distribution by gender

Figure 5.6: Percentage distribution of sample by length of service

Figure 5.7: Percentage of respondents (teachers) by geographic zones of the country

Figure 5.8: Graphical representation of the academic qualifications of the teachers

surveyed

Figure 5.9: Graphical representation of the age of the teachers surveyed

Figure 5.10: Degree Percentage of teachers surveyed with a computer at home

Figure 5.11: Forms of Initiation in ICT for teachers questioned in percentage

Figure 5.12: Level of competence of the teachers surveyed in the use of MS-Office

Figure 5.13: Category of the teachers surveyed

Figure 5.14: Time of work of teachers surveyed

Figure 5.15: Teachers respondents with computer at home

Figure 5.16: Teachers respondents without computer and Internet at home

Figure 5.17: Teachers with computer at home without Internet

Figure 5.18: Teachers with home computer and Internet

Figure 5.19: Scree Plot

Figure 5.20: Level of indecision of teacher asked about the use of ICT' in TCT

Figure 5.21: Level of agreement of teachers asked about use of ICT' in TCT

Figure 5.22: Level of disagreement of teachers asked about use of ICT' in TCT

Figure 5.23: Level of abstention of teacher asked about use of ICT' in TCT

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Figure 6.1: Scheme used in online sessions

Figura 6.2: Functional Organigram of Distance Education Platform

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LIST OF TABLES

Table 3.1: Comparative table of the presented theoretical perspectives

Table 3.2: Main services available for the Distance Education.

Table 3.3: Advantages and disadvantagens of e-learning

Table 3.4: SWOT analysis of e-learning in IES. Proper author

Table 4.1: Data Gathering Matrix

Table 4.2: Participants´Academic training

Table 4.3: Distribution of the participants per sex and per country region

Table 4.3: Distribution of the participants per Professional Category

Table 5.1: Response rate of the sample selected in the Southern region of

Mozambique

Table 5.2: Response rate of the sample selected in the Central region of Mozambique

Table 5.3: Response rate of the sample selected in the Northen region of Mozambique

Table 5.4: Sample distribution by gender

Table 5.5: List of Secondary schools surveyed in the Southern region of Mozambique

Table 5.6: List of Secondary schools surveyed in the central region of Mozambique

Table 5.7: List of Secondary schools surveyed in the Northen region of Mozambique

Table 5.8: Training vs. Professional category of teachers in the South of Mozambique

Table 5.9: Training vs. Professional category of teachers in the Center of Mozambique

Table 5.10: Training vs. Professional category of teachers in the North of Mozambique

Table 5.11: Academic qualifications of the teachers surveyed

Table 5.12: Age array of teachers surveyed

Table 5.13: Teachers respondents with Internet at home

Table 5.14: Teachers respondents with computers at home

Table 5.15: Forms of Initiation In ICT for teachers questioned in frequencies

Table 5.16: Level of competence of the teachers surveyed in the use of MS-Office

Table 5.17: Category of the teachers surveyed

Table 5.18: Time of work of teachers surveyed

Table 5.19: Teachers respondents with computer at home

Table 5.20: Range of KMO values and their meanings

Table 5.21: KMO and Barlett’s Test

Table 5.22: Variables subjected to factor analysis

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Table 5.23: Anti-image matrices

Table 5.24: Total Variance Explained

Table 5.25: Degree of competence of teachers in the production of multimedia materials

Table 5.26: Level of experience of teachers in the use of computing platforms

Table 5.27: Form of initiation of teacher respondents to ICT

Table 5.28: Answers to questions from the structured interview

Table 5.29: Answers to open interview questions

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Epigraph

"In a world that once in a blue moon I try to understand, there are target winds blowing

when we do slightest expect. Sometimes blowing with the violence of a hurricane,

sometimes we hardly feel them in our face. But the winds cannot be denied, bringing as

often bring a future not possible to ignore. You, my dear, are the wind I couldn't anticipate,

the burst that blew with more violence than ever did not imagine possible. You are my

destiny" (Sparks, 2009: 293).

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Chapter 1

1.1 Introduction

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 daily. 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 path way 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 controversial regarding the

Distance Education. There are several classic definitions from well-known distance education

experts. Each one of these is based on 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 bigger umbrella. For example: Mamede-Neves (1996) considers that, the term Distance

Education and Distance Learning stand for the same meaning, that is, they are extremely related

processes, with a pedagogical compromise. The definition of Distance Learning, according to

Aretio, takes into account its range, and currently it 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 and it serves 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).

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Regarding teacher training, the distance education may allow that a certain number of schools

spread all over the country, 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 educationnal 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

(Barreto, 1995).

The expansion and consolidation of the continuous training focused on teachers by at distance

requires from everybody involvement 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 basis 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 Description of the Problem

In Mozambique, grade 12 Science and Mathematics students’ outcomes have been decreasing

comparatively to other Southern African countries (MEC, 2008).

School failure is a huge and complex issue to deal with and pursue as 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 higher failure rates. 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 where the domain of technology linked to mathematics

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is needed. On the other hand, professionals that operate in these fields need to have the domain

of the contents to be able to carry their tasks out.

Why is mathematics difficult to most of students? What are the major difficulties that the

students face? 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 to 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 did consult

authors like Brito (1996b), Brousseau (1996), D`Ambrosio (1997), Perrin-Glorin (1996), Tardif

(2000), among others.

Based on difficulties that seem to exist in the learning of Mathematics – difficulties coming

from different sources that are related to the student and their experiences, the complexity of

Mathematics content and the methodology used. Now we should ask: How does a Mathematics

teacher - as a mediator of teaching-learning process - should act? What is the teacher’s practice

to teach Mathematics? Critically thinking about Mathematics teaching practice, it calls our

attention to teacher training questions or to how and where the teacher got his training to be a

teacher?

For the researcher’s better understanding of initial training for in-service teachers in the 2nd

cycle of general Secondary Education he analyzed the curriculum structural plans of the courses

in Faculties and Teacher Training Centers where this group of teachers got their training in

country. It was concluded that Mathematics teachers’ training faces many problems that are not

local but general. If, on one hand, in Honor Bachelor Degree there is a poor theoretical and

practice relation.

Discussion regarding teachers’ training in order to play new roles imposed by education in the

new millennium is not a recent one. There is not an end to this discussion because new

contributions keep coming from different experts from 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.

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In more recently decades, the discussion has been focused on training and teachers’ activities

aspects namely: technological specialists and reflective practice. When we talk about teachers’

initial training that we mean academic part, in its subjects.

Teachers are not born teachers, and their training is not limited to three or four years, which is

considered a normal period for finishing a course. The training of these teachers is not only

assured by the university which trained them. Thus the interpretation of practical things in the

field not only depend on university background but also on the interpretation of the reality that

he faces in the field, building up teachers’ practical skills.

The critique to the current Mathematics teachers’ initial training comes from teachers of

different levels. Ponte (2002), based on the research curried out with teachers of higher

education states, university teachers do not understand the contents of the backbone subjects of

teachers to be. Methodology teachers complain saying that in all they teach the message does

not get across because students are used to the old-fashioned teaching practice strategies.

Undergraduated teachers complain saying that all they have learned, in the classroom, was good

for nothing only in their teaching practice 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 doubtful regarding the quality of initial trained

teachers.

Baldino (1999) in considering the general worry with the mathematics education and the

investments given to research, says that the teaching of mathematics is a human activity

characterized by failure. In so being, the researches rely on change: change at school, change in

the classroom, change on the students, change on the teacher… and the need for change in the

mathematics teacher training institutions so that they can play their role as an agent of the

reality transformation/er.

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, works in public and private schools, with

overloaded timetables. As a result, they do not have enough time to attend university face-to-

face lessons, participate in meetings, scientific exhibitions, seminaries and courses in big city

centers.

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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 they are able to play their role as an agent of

reality transformationer?

1.3 Conceptualization

1.3.1 Distance Education: Some reflections

Whichever project should attentively focus on the students needs and take into consideration

their culture and socio-economic situation, interests and experiences, educational 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 the

ones 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 means of communication. Revolution in

Information Communication Technology has created huge experienced and explored channels

as instruments of distance education. There is no better means of communication for distance

learning as each means of communication is selected according to each learning situation.

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

20

information is as 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 there is a need to 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, when

in a learning process situation the information the student already has can be used as the starting

point of articulating new information.

Therefore, a mediation dialogue through materials should be promoted by activities focussed 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 on the previous

knowledge.

Thus, each teacher-student – starting from new information, information the student already

have and which is based on their experience and background – can build up knowledge based

on specific reference of their life course.

1.3.2 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 dayly taking into account the culture and specific needs of

the target people.

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Tutorial should be a point of permanent contact between student and institution in charge of the

training, as it facilitates and provides permanent motivation and support to students’ learning

process (UNISUR, 1983). A distance learning student has as a support interaction with the

tutorial as well as other elements of education training institution.

This relationship 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 it possibilities of

correction and improvement.

Besides this, it allows 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 reflection practices in

action, which enriches the number of unexpected situation, should also 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 in the available technologies. Whichever is the form, the most important thing is to ensure

that students are not shut. 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 that is being used.

From researcher’s point of view, distance education is still too far from being effectively

recognized in Mozambican educational system, as it is provided in a limited and systematic

22

form. Today, there are more distance education courses available than there where some years

ago, but the recognition of these courses is 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 the 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 and therefore

new resources should be adequately and moderately be incorporated, taking into account the

real situations of students’ access.

On the other hand, public policies should respond 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 financial resources. Distance education can not only 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 Objectives and aims of this research

Based on the question raised, this study has as its general objective:

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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.

As a complement to the general objective of research, there are also specific objectives that will

reinforce the development of study, namely:

diagnose the level of use of information technology and communication among

teachers of natural sciences and mathematics in 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 listed above, there are research questions that pursue

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 may be identified as a guaranty that the objectives of

post graduation were fulfilled?

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1.5 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. Furthermore, it is good to emphasize that education “lasts for

life and it is carried out either formally or systematically within the established curriculum,

through the exchange of experience in a day to day participatory life” (Huberman, 1999:21).

Education is not limited to physical space, traditionally known neither as school nor to as

certain time. Education must be present throughout life of every 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 on continuous training.

So the researcher argues that distance education should not be considered an alternative and

compensatory method to face-to-face education. On the contrary, it should be looked at as 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 views or sees that distance education is just a strategy, a teaching methodology

toward educational services. In this way, course structure, curriculum, evaluation criteria are the

same as the ones approved for traditional courses. What makes these two differ 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. This is to say that for the teacher

professionalization, a series of needs is required one of which is the continuous training.

Knowledge and abilities applied in a specific professional field are becoming less fixed, in short

period of time, they transform themselves and become obsolete. Working this way, a lot of

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demands new science trends in technical and technological fields, in transport and

communication systems, and even, in relation behavior, organization and leisure, more access to

information and continuous development of new skills to adjust and accommodate these

changes.

The changes that occur take place in society can be analyzed from different angles. Certainly, in

all of them, education has a strategic position the same way the teacher and continuous training

have. 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.

According to Perrenoud “it is possible that the teacher’s basic training course does not cover

these rapid and diversified 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 because it deals directly with the

logical knowledge. Besides getting the diploma itself, there is a need for keeping the teacher

updated throughout life” (Demo, 1998:191).

From the personal point of view, there is a need for the teacher to understand the relevance of

keeping professionally updated. The teachers 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, important to

recognize 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 for the introduction of

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 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, “as there is an overlap

between training time and social-professional experience onein between this overlap, all

26

competences acquisition strategies (including autodidactic) find their place” (Lévy, 1999:174).

Some teachers try to self 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 to make this self training we

have to have an aim for the 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

them to see new challenges and perspectives in their 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, the distance that separate the curriculum from the teaching practice

can clearly be seen 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” and “to

prepare and facilitate closer relationship between the teacher and student in a harmonic

articulation with knowledge and know-how, and as a stepping-stone to an authentic learning

(Gonçalves, 1992:168).

It is important to remember that the 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 ensure that the teacher has already finished the course as soon as the teacher gets the first

certificate. This certificate is only the foundation of the teacher’s 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,

27

support and encourage pedagogical initiatives at school and in the teachers” (Gonçalves,

1992:168).

The transformations that are taking place in the society are going to affect the teacher’s role.

There will certainly be a need of some changes in the initial training for future teachers and the

establishment of a continuous training policy for in-service teachers. The new qualification that

will be required for the teachers are not the only ones, but also the new opportunities that will

be opened for those who accept challenges and who 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 the activities in order to orientate the procedures to the interests and will 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 a gather together to reflecing 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 for universities and teachers to 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 practical and professional experience accumulated throughout their

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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 an exchange of

information and critical discussion that can contribute a lot to theoretic and practical

development of both institutions. One way of overcoming 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 cases, what dictates teacher’s absence in the university is the

personal and professional everyday demands. When the teacher plans to continue with studies

he/she is forced to leave school and even city. This moving uses 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.

1.6 Thesis structure

This study consists of six chapters.

In chapter one – there is an introduction and orientation the contextualization of the research

theme and there is 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 – there is a discussion which is later confronted with several authors arguments

about the topic based on Education. There is a presentation and 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 – mainly about Distance Education, gives a brief presentation of the teaching

theoretical approaches that guide distance education, it discusses in detail theoretical questions

about teacher’s continuous training. There is a brief definition of the term distance learning

giving an overview of its historical evolution as well as its components, modalities and

technologies used. Following that the chapter deals with the 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. Questions of quality in education, concepts, different visions,

29

trying always to highlight distance education and special in e-learning education are also

discussed.

In chapter four – there is a discussion of the research methodological procedures including the

research general methodology conception, the population, the sample, research instruments and

the validity as well as data analyze and interpretation. Finally, there is presentation of the profile

of the participants of this study.

In chapter five – there is a presentation of the study findings, analysis and discussion of the

results of this study diagnostic phase.

In chapter six – includes assessment and adaptation of the course model 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 there is also a presentation of the practice

reflection and the training reflection practice aimed to discussing teaching as a rational and

reflective activity. As an activity where each step taken is carefully planed and each option is a

result of a deliberative process, as a utopian practice to reach. At the end there is presentation of

conclusions and key recommendations of the study that point out to the country’s need to

expand and disseminate knowledge and training to the largest possible number of in-service

teachers.

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Chapter 2

2.1 Introduction

In a transition phase from one period to another, like the one which is being lived at the

moment, there is an epistemological debate in a process whose dialectics is defined between

the right and the wrong, the stable and the unsteady, the continuoum and the rupture.

The reality is that we are in the full process of the construction of a global technological digital

society that it is shaped as a deeply dynamic and communicative society, with new languages

(sayings), new codes, new customs and new values (Luzzi, 2007).

In this section, the researcher is supposed to discuss the current context in which the teaching

learning process occurs.

2.2 The Cyberculture

Since the oral culture to date in the digital culture, there have been several social

transformations that are being produced by the technological advances that are the producers of

the same technological advances. According to Tapscott (1999), in the beginning of the 21st

century people live the“net generation”, which is defined by the author as a children generation

that are aged 2 to 22 and have a fluency degree in the digital means. This generation is living a

revolution in the information supports that creates a new culture. Such culture is based on the

acceleration of the exchanges, in the abolition of the geographical limits and in the real time.

These are factors that create new ways of relationships, new spaces and new learning ways.

In this way, the Internet allows people to meet in an environment that has no time and space

limits. An open environment that is in constant change in which the communication is

facilitated through computing resources. The people use chat, email, group discussion, the

communities that are built from a common interest, which at the same time marks deeply the

way how these people establish their relationships in that new culture. They live the dialectics

between the isolation and the socialization – at the same time that they isolate themselves in

their bedrooms to access Internet, they search through Internt the contact with others.

For Tapscott (1999), the time spent on the Internet is an active one. These are hours spent for

reading, for research, for skills development and problem solving. This is the time spent

analysing, evaluating, conciliating the thoughts and writing. The Internet opens the possibility

31

for dialogue among different ways of life, different ways of thought, which generates a

perception of a world that considers the wealth of the human diversity. In this way, the

computers not serve only as calculating machines and for ordering, but also as creation tools,

pleasure, communication and and social contact (Lemos, 2003).

This living together takes place in a differential space, a spiritual space. The virtual time can be

understood in several ways. On the philosophical perspective “it is virtual that exists only in

power and not in an act [...]. The virtual is found before the effective or formal concretization”

(Lévy, 1999:47). Lévy considers that “it is virtual all entity that no longer belongs to any

territory, able to generate several concrete demonstrations in different moments and certain

places, without being itself stuck to a particular place or time” (1999:47). In so being, it is

believed that the virtual is real even wthout being possible to fix it in a certain time and on a

certain, it exists without being present.

On this virtual space, the living together happens in a real time that is very different from the

linear and historical time of modernity. The real time (immediate), ruled on the computer nets

not belonging to any territory the culture, having a strong impact in all social sectors and in our

view of the world.

Currently, the geographical distance does not limit anymore the communicaton and meeting of

people, likewise the time that is never more chronological and linear, but it is time for

connections and time that is always present. The communication tools that are made available

generate the circulation of information and a possibility for dicentralized connections in a

rhizomatous structure creating a complex system in which there is no centralization of the

communication but there are connection nets.

In this way, there are experiments on new ways of sociability that happen on a so-called virtual

space. The labour, leisure, friendship, learning relatonships are developed in these

environments. But what space is this? It is called cyberspace, a terminology that was invented

and used for the first time in 1984, by the author of the scientific fiction William Gibson in a

romance called Neuromancer. The author defines the cyberspace as a “physical or territorial

space comprised in a set of computer nets through which all information (under several forms)

circulate” (Lemos, 2003:136).

Santaella (2003) states that the terminology cyberspace has been used as a generic name to

appoint a set of different technologies that “have in common the ability to simulate

32

environments within which the humans can interact” (p. 99). Lévy (1999) defines the

cyberspace as “communication space that is open by the world computer interconnections” (p.

92).

For Lemos (2003), it is possible to understand the cyberspace from two perspectives: “as a

place where we are when we enter the simulated environment (virtual reality) and as a set of

computer nets, interlinked or not, in the whole planet, to Internet” (p. 137). The author calls

attention to the fact that there should be the interlinkage between these two conceptions of

cyberspace, as the nets will interlink among themselves and at the same time will allow the

interaction by virtual worlds in three dimensions. In this way, the author considers the

cyberspace as “a complex ecosystem where the interdependence prevails among the

technological macro-system (the net of the interlinked machines) and the social micro-system

(the dynamics of the users), created from the dissemination of the information, by the flow of

the data and by the social created relations” (Lemos, 2003: 147).

From these definitions it is understood that there are consensus in conceiving cyberspace as an

interlinked net of all computers on the planet from which the human beings interact, and it is in

this way that it is understood and used in this work. There are several ways through which we

can enter and use this virtual space where one feels present even realising that the things have

no physical form. One of them is the virtual learning environment (VLE), which can be

understood as a space on the Internet made up of individuals, their study objects, their

interactions/relations and ways of communication that are established through a platform1

This environment can provide sync and assync tools for interaction/communication among

individuals. It can also offer resources aimed to empowering on the learner a cooperative work,

giving emphasis the process of building knowledge, autonomy and authorial.

,

having as a major focus the learning (Behar, 2005).

The VLE presents itself as a learning context, which is different from the traditional context on

which we have an established physical space and an established time that determines the

interaction and characterize the classroom. In the virtualization process of the learning

environment, there are different ways of time and space relations that imply depth in the

learning process.

Such changes are socially and culturally felt as they are part of the so called “cyberculture”,

1 Platform is understood as a technological infrastructure made up of the functioning of the graphic interface.

33

that is defined by Lévy as“[...] the set of techniques (material and intellectual), of practices, of

attitude, way of thought and values which are developed together with the growth of

cyberspace” (1999: 17). For Lemos (2003: 95), “the cyberculture is built as a cybersociality”.

The author understands that the cyberculture is built from the relationship between the digital

technologies, the society and culture. Even without understanding, the digital culture is always

present in our lives, in all activities that involve our relationship with the machine, as for

example the use of credit cards, of cellular phones, bank terminals and many other activities that

we carry out.

In that culture, several concepts that used to bring the feeling of stability and certainty, today

they are changing and influencing our way of life, our way of looking and seeing the world, and

in particular, the education. The concept of the lesson, for example that is linked to an idea of a

well-defined time and space, today it is questioned. This happens because such time and space

can today be more flexible at the time that teachers and pupils make virtual appointments

through chats, and communicate permanently through the use of email.

2.3 VLE: the learning in a new space/time In this technological advance, the different resources that the learning environments provide, the

living is encoutered with the critique to the traditional learning concept based on the

transmission and memorazation of knowledge as a result of the growing adjustment between the

demand for a new culture and what such learning offers. In this study, the learning is conceived

from the theory of Edgar Morin, so the researcher understands that education is essentially

complex. In this way, it is important to tie to education the idea if the complex thought which

considers the quality of the parts and of the whole as well as the relationships that exist among

them.

The learning is, in this way, understood as going beyond “to know to do something”,

understanding. This understanding is taking place in the linkage between the known to the

unknown, that is, it is in the conjunction of the acknowledgement and the discovery that the

individual builds or rebuilds some knowledge. This learning is built in the interaction of the

individual with the physical, social, spiritual, cultural and historical environment that surrounds

him or her. According to Morin (1996: 61), “the cerebral knowledge needs, evidently, of

stimulus to put itself in action and develop. More deeply, it needs the organizational presence of

the environment withinn its own organization”.

34

The human being is a being with relations and in so being he or she needs to have opportunities

to develop. His/her original knowledge is mainly linked to an active relation with the outside

world in which he/she mobilizes not only the reason and the intellect but also the sensations,

emotions and intuition. For that reason, we can not conceive the disjunction between the subject

and the object, on the contrary, in a complex way, conceive his/her indissoluble conjunction,

because of the resort link on which several resorts are needed to the constitution of the others.

Such relationship demonstrates that it is no longer possible to think of an education based on the

traditional teaching model, in which the directive and strict processes are developed. In these

processes, what occurs is the content transmission and a worry on the memorazation of facts as

well as of the isolated information. These are contents that are dealt with in an unshared,

discontextualized strengthening the belief of disjuntion between the subject and the object.

These are postures that reinforce the traditional paradigm of education, that strengtens the

development of instructional pedagogical practices and when they make the use the computer

resources, they impoverish and limit their potential.

According to Tapscott, “the new media allows – and the Net Generation require that for its

learning – a change in learning transmitted for what I call an interactive learning” (1999: 135).

If it is thought in a way the information is broadcast today, it clearly glimpses the influence that

this situation exercises in education. The information is not being centralized in schools and

universities, it is disseminated and this provokes and establishes a differential relationship

between teachers and students. The teacher no more plays the role of a transmitter of the

knowledge and a source of all information, likewise the student that no more plays a passive

role of a receiver of the knowledge transmitted by the teacher.

According to Tapcott, there are several new situations that have been provoked in the classroom

by cyberculture:

New media tools offer great promises of a new learning model – based on the

discovery and participation. This combination of a new generation with the new

digital tools will lead to the review of the nature of education – in the context

and content (1999:124).

The digital technology is not autonomous to provoke transformations, but its use puts in place

new questions to the educational system and raises explicit and inumerous inconsistencies. The

35

growing speed of production and exchange of information and their acquisition through the

multiple ways destabilizes the static model of the press society. Because of this greater

circulation of information, the bilateral (transmitter/receiver) characteristics of the written word,

on which the author and the limit of the text are clearly defined has been overcome. On the

place of the absolute, there has been a multiplicity of points of view.

With the cyberspace, the production of a text or message is collective. In the classroom, the

student does not satisfy him or herself in hearing what the teacher has to say and quietly accept

whatever the teacher has said, as if it was an unquestionable truth. The interactivity is the base

of the new culture, in which the people want to be the users and not only the spectators or

listeners. The students that are born in the Internet era are used to control the greater part of

their world. On the Internet they play the role of an active user, they do not observe but they

participate. It is this space on which the people ask, discuss, buy, play, investigate, imagine,

look for, inform, learn, they are authors and active producers.

The learning on the cyberspace happens through a free search and in environments created

specifically for an educational end, like the Virtual Learning Environments (VLE). In these, the

individuals, even placed on different spaces and time, interact the same virtual learning

environment and have the possibility to build a collective knowledge. This collectivity is

instigated by the enlargement of the communicative potential available on the environment,

promoting the exchange of information under several ways. This technological increase has

been helping in building virtual learning communities and according to Lemos (2003: 93), “is

aggregates around a common interest, regardless the limits, territory and permanent borders”.

On the VLEs, different tools (forum, chat, on board diary) are available so that the teachers and

students can relate and together build knowledge. These tools are an important chracteristic of

these environments, as with them all teacher and students interventions are registered and it is

possible to accept them at any time. In so being, what happen on the environment is registered

facilitating the assistance by the teacher, of the learning process of the student. For the student,

this register is also important so that he or her can review the interventions made by the teacher

and by the colleagues as well as for the student him or herself to follow his learning process.

In this way, the VLE is a space in which it is possible for the teacher and for the student to

develop a new relationship that is not based on the hierarchy on which the teacher is the

centraliser of the know how like what predomains in the face to face traditional teaching

process. In this space, if used on the perspective of the building a collective knowledge, the

36

teacher and the student are active producers and receivers that interact in search of a cooperative

know how and of the knowledge on the net, becoming in this way partners of the learning

process.

According to Valentini and Fagundes (2001: 110), “in the virtual learning environment the

learner can interact and cope with different individuals, contexts and objects of the knowledge

being able to operate in connectivity in a particular and multiple ways”. With that, this

environment can collaborate in a meaningful way for the transformation of the traditional

education. The digital culture creates a new logcs, not linear, but rhizomelic, founded in

connexion and links, making it impossible the maintenance of the traditional educational

practice. This is exactly the challenge for the schools and unversities to understand the new

logics and know how to work with it.

2.4 About the models of continuous teacher training

This section will have register 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. There will be

two major theoretical models for training and their multifaceted of their existence, regardless

how they are named by some authors (as structural or classics and the constructivist model or

interactive-reflexive).

In this scope, the researcher tries to design the needs for the reflexive teacher training, maping

new tendencies of the teacher continuous training counterpointing with the Classical model and

still drawing some paths to walk on that is based on the systematizations. From such referential

it is possible to discuss the current changes in the continuous teachers training from which relie

the important role in this dynamics and how they can articulate a continuous teacher training

model so that it values the school space and the permanent exercise of the action-reflexion-

action as an essential element to teacher training. The central idea is to upraise a discussion

that is aimed to contributing with the new perspectives of the continuous teachers training in an

attempt of seeking for a professional significant acting.

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2.4.1 Theoretical-conceptual framing of the training

The training, as concept and practice, has been assuming varied configurations/forms. As a

concept, it can be identified as an educational concept, when acquired by the organizational

school contexts or when people talk about permanent education and education or training

throughout the life, as it is given some specificity and autonomy in issues related to education,

instruction and teaching. In this second perspective – in which the researcher shares and places

him/herself some authors like Alin (1996) and Fabre (1995), that give to the training, as

concept and practice, a meaning which is relatively distinct and autonomous to what is defined

as education.

What has just been refered here can be shown with the definition of some semantic poles,

presented by Fabre (1995) retaking Pierre Goguelin (1987), that are close and collaborate for

the training conceptualization.

1. The pole to educate: comes from latin étimo (feed, create...) and educere (to make

leave from...). It is a reaching concept that refers to intellectual, moral and physical

development;

2. The pole teaching: from latin insignare (to give mark, a distinction) is close to

vocables to learn, to explain, to demonstrate and to give predominantly operatory or

methodological or institutional meaning. "The teaching is an intentional education that

is carried out in an institution whose goals are explicit, the methods are codified and it

is ensured by professionals" (Fabre, 1995:22);

3. The pole to instruct: from latin instruere (insert, disposal...) appeals to the contents to

transmit, giving to the spirit intellectual instruments, explaining information;

4. The pole to train: comes from latin formare (give a being and the form, organize,

establish). The vocable appeals for a profound and global action of the person:

transformation of the whole being configuring know how, know how to do and know to

be.

Considering the four mentioned semantic poles, there were some approachings among them.

However, each one acquires a specific meaning that characterises and differentiates each from

the others.

It is in this context that it is considered relevant to place the training with the concept and the

practice, which configures itself with a direct approximation to what is defined as education

38

and instruction, but it must not be misunderstood comceptually: "train is more ontologic than

instruct or educate: in the training, it is the proper being that is looked at and his/her form"

(Fabre, 1995:23).

The training appeals for an enunciation, by the proper subject, of the issues that serve as

consubstantiaters of their project, of their demand, and that do not exclusively belong to the

external objects domain with which they establish the relationship, but mainly to the being

domain, with him/herself and with others, establishing a direct linkage between to be and to do,

to be and to know (Alin, 1996).

Meanwhile, the concept of training like the concept of education, polysemic, being able to be

situated in two relatively distinct poles:

one, raising the know and know how, valuing the professional and learner

domains as integrated in a complex system of production that require

specialised knowledge and competences in which and for which training is

needed;

another, emphasizing the dimension of the global development of the subject,

redimensions the know, the know how, in a perspective of integrater

construction of all constitutive dimensions of the learner, privilegiating the self

reflexion and analysis, on a way of a continuous non-structuration-

restructuration of the subject as a multidimensional being.

It can, in this way, be said that the training is crossed by a duality of inspiration: as a

technological paradigm of modelation of the learner or "adaption" to the working post, looking

for an identification of a model and production of accordable copies; or; on the contrary, it is a

biological paradigm that domains and what is being looked for is a suppletive adaptation of a

subject to a reality and change (Fabre, 1995:29).

Since the 60s the adult training problematic has been discussed progressively and worked on

by different authors giving origin to distinct definitions and profoundings. This study will not,

however, be stuck in this wider context of adult training, it will make a brief conceptual

characterization concerning specifically to the continuous teachers training.

39

In this way, there will be a brief gathering of definitions proposed by several authors,

identification of definitions that will allow to get a referential for analysis of the policies and

practices of the teachers continuous training in Mozambique.

For Esteves and Rodrigues, the continuos training will be

That which takes place throughout the professional career after the acquisition

of the initial professional certification (which only happens after one finishes

the in service training) privilegiating the idea that his or her insertion in the

teacher career is qualitatively differentiated in relation to the initial training,

regardless of the moment and work time the teacher has when he or she did her

professionalization which we still consider as a stage of the initial training

(1993:44-45).

In this case, the continuous training is sequential to the initial training, acquiring the statute

"qualitatively differenciated" in relation to that.

Also João Formosinho defends that the continuous training is sequential to the initial training,

and clearly distinct from this, arguing that "the concept of the continuous training distinguishes

itself mainly from the initial training not on the contents or methodologies of training but by

the receivers", being

Offered to people who are seen as adults, with teaching experience, that

influences the contents and the methodologies of this training by the opposition

to the initial training generally offered to youth without teaching experience

(1991:237).

In summary, this author defines the teacher continuous traning as

Teachers training with a professional initial training aimed to upgrading their

personal and professional skills. The continuous training is aimed to upgrading

the knowledge, the techniques, the necessary attitudes for the exercising the

teacher profession (Idem, ibidem).

In the scientific literature, however, it is possible to find other designations such as: in service

profissionalization, team development, permanent education, professional development,

teacher development, in service teacher instruction. In these designations it is possible to

distinguish some semantic sets: instruction-education-development, teachers-team, in service-

40

continuous that lead to different training orientations. If, on one hand, the notion of "training"

points to an achievement of tasks of the instruction to be developed by the teachers so that their

students learn in a classroom context, that is, the upgrading of the teacher´s professional

competences (scientific and pedagogical), the notions of "education" and "development" give

an idea of a more global teacher training (trying to developing the personal competences). This

last one articulates with the extension and diversification perspectives of roles that are expected

from the teacher to play on the school institution frame and educational system, framing him or

herself in the proper evolution of the school concept to the educational centre.

The concept of "development" or of the "team development" can, however, be considered, as

outlines Howey (1985) cited by Esteves and Rodrigues (1993:46) in a literature review, as

embodying a set of dimensions such as: continuous pedagogic development; development and

continuous self discovery; continuous cognitive development; continuous theoretical

development; continuous professional development; career continuous development.

In this way, the continuous training conceived as empowering the "development" can, as it can

be seen, point to distinct perspectives.

The researcher considers, meanwhile, in summary, enhances that the continuous training which

is conceived as"practice/preparation" to carry out instruction tasks – oriented to specific

competences -, as considered in a perspective of "development" has implicit that

The improvement on the teachers has obvious individual endings that are also

of social usefulness. The continuous training has as endings the social and

personal improvement of each teacher, in a permanent educational perspective.

But such improvement has some positive effect in the school system if it is

translated into the improvement of quality of education offered to children.

This positive effect that explains the current western world worries with the

continuous teacher training (Formosinho, 1991:238).

Although the social usefulness of the training is of the fundamental importance and safe motor

of political commitment and consequent juridical regulamentation- as presented in the previous

point – not always one can be sure that the positive consequences of a policy of the continuous

training can be ensured, all the more since such evaluation is deprived of complexity.

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2.4.2 Training Models: A contribution for practice analyses

The reference to the models or paradigms of the training finds justification on the need that the

researcher feels to integrate both the analysis of the emergent practices of training in so far as a

reflexion – as a structuring dimension of the practices and professional development – on a

theoretical frame of reference.

In the same way, whether the modalities of operation of the continuous training, whether the

conceptual framing that has just been enunciated suggest a definition of referent

contextualizers that are more reaching.

Basically, there can be identified three models of reference for the training practices that have

inherent distinct rationalities and conceptions of the learning and training processes.

The transmissive model – orientated to the acquisition and distant of the subjectivity of the

subjects – confers to objectivity and to the external reality the total autonomy and

independence on the subjects.

The technical and instrumental rationalities dynamize the training practices orientating them to

the externity of the subjects, that is, to the objects that these must recognize and manipulate

instrumentally. They invest in the universality of the operated objects on the space-time of the

training and on the neutrality of the implicated subjects.

The other model, relatively distant from the previous one, is experiential, centred on the

process (Ferry, 1991), through which is subjacent a practical reality (Kemmis, 1989), which

values the subjects and their experiences. These are constructed in the interaction with the

environment - social, cultural, physical, etc. – and must be linear in a comprehensive and

interpretative dimension. The training practices orientate for the interimistic of the subjects in

training.

The model centred on the analysis (Ferry, 1991) is led by a critical and emancipating

rationality (Habermas, 1990; Kemmis, 1989; Mezirow, 1996) and privilleges, as the proper

names suggests, the capacity of analysis that the training process must favour, being given to

the learners "a training in analysis and an analysis of their training" (Ferry 1991:80).

This model values the scientific dimension of the knowledge in its interaction with their

operating practice, as well as the analysis of the practice through the theoretical referentials for

42

its evaluation and restructuring. The training practices centred on the analysis foment on the

subjects the reflexion and analysis of themselves and on their contextualized practices with the

objective of their progressive and commited emancipation, encouraging the dimension of the

social agentes (Lesne, 1977) transformers.

Close to this model is that of Perrenoud who called it "open professionalism", which

Situates the teacher in the centre of the process of the improvement of quality

in education. The teachers, individually or in groups, are considered

responsible for the analysis of the school needs [...], are considered as

innovative leaders that are able of the self improvement, able to analyse their

actions, identify and react to the students needs, able to analyse the outcomes

of their interventions (Vonk, cited by Perrenoud, 1993:182).

2.4.3 Brief reflexion around the emerging practices

The speech about "post-modernity" is found on the scientific, cultural and educational agenda.

In the social sciences and mainly in the educational sciences there has been a profound study

on the characteristics of 'our time' that seem to present significant turnings with are different

from those that characterize the so-called "modernism".

In the modern period of the sciences, the scientific speech can be built assuming theories,

models, paradigms that find a "relative stability" on the time and space. Certainly, the stability

that in the past could be experimented, keeping itself for a resonable duration, was put upon the

account of the atomic bomb and its capacity of the massive destruction.

The stability and safety that emerges from these circumstances lead to an equationing different

from reality, with impact on the production of knowledge. The same way, the emergency of

different movements like the greenpeace, the feminism, together with other sociocultural

phenomena like multiculturalism, the classism introduced "structural discontinuities" (Beare &

Slaughter 1995:5) that oppose to characteristics of the modern period and generate impact on

the production and sharing of knowledge.

Coulby and Jones (1995) refer that these movements and sociocultural phenomena namely the

feminism, the multiculturalism and the classism, introduce different perspectives in the way of

conceiving and analysing knowledge, giving a different dimension to the world phenomena.

These phenomena end up revitalizing universal postulates, showing that there is not any system

43

that is superior to the other, that the individual is more important than the group, that the

diversity is good, ending up by putting upon accounts of "models" that hinder and corset the

emergency and the singularity of the subjects and the contexts.

The diversity and the unpredictability are on the social, cultural, economical and educational

agenda, generating some instability that needs to be assumed. These are, of course, the

characteristics of post modernity that this will have to host and manage, which rebound into

educational level in a speech that occurs more:

on an innovation;

on the autonomy;

on the continuous training and shared reflexion;

on the exercise of fellowship;

on the research-action;

on the project construction that give voice to the local identity;

on the curriculum differentiation;

on the alternative curriculum.

These strategies seem to be indicators of the need for openess and integration of the realities, at

the same time, singular and multiforms, opening room for dialogue with the diversity that the

democratization of education and mass schools could not solve.

Summing up, and according to Gimeno Sacristán (1998), "the new legitimities make the

teachers relax with regard to quality of education", being up to them "generate" the models in

their practices.

From here lays the great demand for a continuous training, from the researcher´s point of view,

there has to be the provision of new and more profound knowledge and also the sharing of

experiences, reflexive dynamics and construction of knowledge so that the management of the

autonomy and freedom takes place "with science and consciousness" (Morin, 1982).

44

2.4.4 The reflexion as a structuring dimension of teacher practices and

professional development

The valorization as a powering exercise of the professional practices, personal and professional

development have been deserving an attention, an investigation and a theoretical profounding

from many researchers, especially throughout the last two decades.

Yet the investigations held are not restricted exclusively to the teachers as a professional group,

it is in this group that, with no doubt, that centers the greater number of studies and

publications about this matter.

The greater number of investigations held and published work is an indicator, yet it is not the

only one, gives importance that the reflexion has in the professional practice, in the

construction of knowledge, in the structuring of professional identities and on the professional

development, on the social and cultural construction.

The importance given to"training throughout life" and, namely, the continuous teacher training

justifies itself through the characteristics of the post modern society that demand for new

requirements of the knowledge, know how and above all to know how to make them

professionals.

It is in this context that Schön refers that the model of the applied sciences shows itself

incomplete to explain (the) competence(s) practice(s) in diverging situations and in this way he

proposes:

Let us then look for their place an epistemology for the professional acting that

is implicit in the artist and intuitive process and that some practicals make their

interventions towards the situations of uncertainty, instability, singularity and

value conflicts (1996:205).

In fact, these situations that, at great measure, characterize the current contexts, namely: the

educational contexts, as much as at pedagogical level as at organizational level, are

incompatible with exclusive operation of a technical rationality, instrumental, objectival,

external and neuter towards the subjects and the contexts.

The uncertainty invaded the scientific postulates, the models, the paradigms ending up flowing

on the scientific field some instability. The transmission of knowledge – the role played by the

45

teachers relying on the behaviourism – has been put upon account progressively, giving space

to the construction of knowledge, on the educational models as on the training.

The "movement of reflexive practice" (Zeichner, 1993) emerges from these circumstances, as

well as the need to train for the construction and production of knowledge.

Tavares states:

It is within these conceptions of training and competences that need to be

acquired so that one becomes a good professional, that the people build,

produce scientific and pedagogic knowledge. The training goes through this

construction, in which are involved the investigation activities, of teaching and

of the proper personal and social development of the respective actors and

actors of the process. (...) It is through this construction, taking place along the

process of training, that must rely a balanced and solid personal development

as founding and founder competence of all other competences to which they

overlap and it is the condition sine qua non so that all happens and there is a

guarantee of a training of a good educational professional (1997:66).

The legal devices define as objectives of the continuous teacher training "the complement, the

deepening and the updating of knowledge and professional competences..." and " improve the

professional competence (...) acquire new competences related to the required specialization by

differentiation and modernization of the educational system..." point, the researcher thinks in

this way, for dynamization of the training practices that lays on the fundamental analytical,

critical, reflexive and practical conceptions.

Considering that "The professional development" is not only structured on the domain of

knowledge, but also on teacher attitudes, interpersonal relationships, competences related to

the pedagogic process among others, the teachers will have to mobilise their practices not only

on specific knowledge of the subjects they teach, but a set of other competences that compete

for the success of those practices and, consequently for their development, self and personal

realization.

According to Oliveira, the professional development “is reported on a more specific form to the

domain of knowledge about teaching, the personal interrelationships, the involved competences in the

pedagogic process and to the reflexive process about the teacher´s practices” (1997:95)

46

Involving for that, three fundamental dimensions: that of knowledge (specific knowledge), that

of know how (professional achievement, attitudes towards the educational act) and that of

knowing how to be and know to become (interpersonal relationships, self perception,

motivation, expectactions).

The researcher thinks, in this way, to get a path to the conceptions of the training that value not

only the acquisition of knowledge but above all, the development of competences and in this

way, the professional development.

These competences yet to develop belong to three domains – according to the dimensions

above mentioned - (Tavares, 1997):

specific competences: imply the scientific knowledge and the domain of

contents which are related with the topics of a certain speciality;

pedagogic competences: that refer to operational knowledge (know how) the

knowledge taking into account the receivers, the students, the contexts, the

resources, selected methodologies and strategies that are more suitable;

personal competences: directly related to the teacher intra and interpersonal

development, with the know to be, know to relate, know to communicate, know

to share on a personal development perspective.

The acknowledgement of these dimensions as structuring of the professional development

appeals not only for a configuration of training as a space-time nor mainly the transmission of

knowledge, but also of reflexion about action and analysis on a logic of distructuring-

restructuring and construction of knowledge, that rehabilitation "an epistemology of practice"

(Schön, 1996), or of "knowledge" as Edgar Morin understands: i) information; ii) analysis and

contextualization of information; iii) intelligence, consciousness or wisdom, explicating that:

Intelligence has to do with the art of entailling knowledge so that it is useful

and pertinent, that is, to produce new forms of progress and development,

conciousness and wisdom involve reflexion, that is, the capacity to produce

new forms of existence, of humanization (cited by Pimenta 1996:78).

It is in this way that the researcher finds pertinent to orientate the practices of the continuous

teachers training that must integrate not only the technical rationality but also the critical and

practical rationality that will allow the learners - the teachers – their continuous updating, not

47

exclusively on the acquisition perspective (of knowledge, of qualifications), but mainly the

personal and professional development. The dimension of development is built through sharing

of experiences and of the intercommunicative analysis that will build and is built by reflexion

(Schön, 1983):

on the action, when each teacher is able to reflect on the practice;

about action, when teachers individually and in groups reflect about their

practices;

about reflexion on the action, when the teachers through the analysis of their

practices redesign, restructure and suit the contexts of the realization.

Considering that this dimension finds a context of development particularly favourable in a

training that potentiates and articulates an action with investigation, as the action research

assumes a privilleged role on the teacher professional development mobilizing a cooperative

reflexion (Gimeno Sacristán & Pérez Gómez, 1993).

The legal frame that regulates the continuous teacher training in Mozambique predicts several

models for their realization: courses, modulles, seminars, training workshops, projects, study

circles.

However, the continuous teacher training practices, has been privilleged by the courses, the

modulles and the seminars with which lays the methodology that is supported by an techno-

instrumental rationality, fundamentally orientated for the externality of the training subjects. In

this training models, the role and the power of the trainer is rendered in detriment of

participation, critical and reflexive analysis of the teachers being trained, falling upon on the

teachers individual worries – considered as objects of the training (Lesne, 1977) – to be able to

have a set of competences and credits that allow the career progression.

There are then identified other models like the training workshops, projects and study circles

which have mobilization and teacher initiatives from their working contexts. Privillegiating

initiative, experiential knowledge, the contextual characteristics in which the teacher´s practice

develops these models are empowere of synergie that articulate the non formal knowledge,

experiential with the formal knowledge (Usher & Bryant, 1992), within the interactive logics in

which the action, investigation and training are present.

48

In this way, from the researcher´s point of view, these training models are the ones, which can

best contribute for the reflexive dynamics as they emerge from the teachers formative

dispositions generated by the working contexts. The formal training program, previously

conceived and in most cases finalised (characteristic of courses and training models), gives

room to the construction of the training devices (Correia, 1992), based on the needs analysis of

the training (Idem, 1989), in which there is a critical rationality.

In these models, it is expected that the space-time of the training puts on with space-time of

work finding way through the daily formative effects (Pain, 1990), the knowledge on the

action and reflexion about knowledge on the action (Schön, 1983), that is, rehabilitates an

epistemology of the professional action (Idem, 1996).

These models, in privilleging the teachers as actors and authors of the training process, are the

dynamic generators of the formativity (Correia, 1992) falling upon on the subjects interiority,

in their professional experiences and on the capacity to communicate intersubjectively about

them with the objective of constituting on the place of consuming knowledge, very often

abstract and distant from the concrete operating.

This capacity of elaboration and construction is claimed by the singularity of the situations

contextualized locally, that the teachers experiment on their daily professionalism and as such,

must be potentiated not only on the initial training as on the continuous teacher training.

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Chapter 3

3.1 Analysis of the learning theories of the distance education

The theories on the distance education domain are fundamental the same way they are in any

domain because beside the credibility they offer and the acknowlerdgement in the field that it

reports itself they are also important in the development of the practices and research. Through

the theories the variables and their relationships can be identified, which allows the researcher

find an orientation of his or her investigation. According to Garrison (2002), theory is coherent

and systematic ordering of ideas, concepts and models with the purpose of constructing

meaning to explain, interpret and shape practice. It is in this way that the compared data

analysis reflect not only the state of the situation of the theorectical production of the distance

education but also the tendencies of each historical period.

In these last decades there have been several theories suggested in an attempt of covering all

activities of the distance education. Among them we can distinguish the notable contributions

from Otto Peters, Michael Moore, Borje Holmberg, Demond Keegan, D. R. Garrison, John

Verduin and Thomas Clark. However, these theories differ or do not overlap in many aspects

namely, on the way they approach the role of the three elements of the learning/teaching

process. Furthermore, they try to give a brief image of the main ideas stated by these authors.

Otto Peters compares distance Education as a process of the industrial production, trying to

identify the mutual characteristics such as: labour division, the mechanization, quality

production, the normalization and centralization, in which its survival is ensured by its

compatibility. The distance education is an educational option with sucess in a way it is

compatible with the organization, principles and values of the industrial society. Years later,

Peters follows the same line of thought in describing the way in which distance education must

adapt itself to the changes of the industrial society, evolving according to the tendencies of the

new post industrial era; the emergency of the more individualized technologies; more

decentralized decision making and new values related to the quality of life, self realization, self

expression and interdependence, this author predicted also changes that this way of teaching

will experience to adapt itself to the evolution of the society.

The distance education is a product of the industrialized society;

The distance education must adapt itself to the changes of the industrial

society;

50

The distance education evolves according to the newpost industrial era.

For Michael Moore, the learning and teaching theory used to be independent in which there are

two important slopes, the transational distance and the learner’s autonomy, relying more on the

importance of the learners needs and with a clear emphasis on the independent study,

autonomy. This theory is made up of two dimensions, the transational distance and the

learner’s autonomy. For Moore the transational distance is a function of two variables:

dialogue and structure, underlining the learner’s autonomy, that goes to the mister whenever

necessary, who has a success as when higher is the his/her autonomous capacity, that is the

maturation factor. The dialogue is related to the communication capacity between the mister

and the learner whereas the structure is a response measure of a program to the needs of the

individual learner. Moore considers that the autonomy appears as a consequence of the

maturation process of the individual and that the distance education programmes, because of

their structure, require learners with autonomous behaviour so that they are able to finish with

success the such programs. Moore´s notions about dialogue quantity, structure and learner’s

autonomy contributed for the forthcoming of the subsequent theoretical contributions.

Existence of transational distance;

The transational distance depends on:

The dialogue among the mister and the learner;

The structure, that is, the learning/teaching program taking into account

the learner;

The existance of the learner’s autonomy.

The theory of guided didactical conversation lays on the concept of the guided didactical

conversation. The motivation for learning is based on the establishment of the personal

relationship with the student. Borje Holmberg defends that the teacher-student is fundamental

for motivation and that the distance education serves as a complement to that pre-requisit. The

student’s autonomy in relation to the instructor/institution is one of the goals of the distance

education (like Moore, the autonomous study). The Holmberg’s theory centers its analysis on

the interpersonalization of the distance education process, taking place through non continuous

means of communication, whereby there is a guided didactical conversation, having the student

(learner) a greater autonomy, proposing as a goal the total learner autonomy in the promotion

of his or her learning. The different communication processes (a loud thought, silent reading

and guided text processing) aplied in the creation of printed pedagogical materials allow

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getting greater success in learning because it respects the different student learning rhythms

and this is an individual interior learner process.

Existence of the interpersonalization of the teaching process;

Existence of a personal relationship among the mister and the learner so that

there is motivation and consequent learning;

Existence of the learner autonomy;

Creation of an open system adapted to the individual learner rythm.

Demond Keegan believes that the theoretical basis for the distance education can be found in

the general theories of education, if aspects related to oral or group communications excluded.

For him, learning and teaching are separated on the time and place, but it ends up being

recreated artificially in the moment it occurs, that is why it is important the relationship

between the learning materials and the learning itself. Keegan considers that the distance

education is not an interpersonal communication but a communication through the separation

of time and place between the teacher and the student. The interpersonal communication is

viewed as fundamental at the same time the use of the written materials is. The

intersubjectivity that is present in the relationship between the mister and the learner has to be

recreated artifitially so that the learning takes place. The influence of the learning relationship

is present in the traditional school, as the learner is put in an environment, which is suitable to

the learning support. Keegan thinks that for a student to partiicipates in the distance education

programmes he or she needs to establish a linkage between the learning and the teaching

processes through a deliberate recreated interpersonal communication. The interpersonal

communication theme is similar to Holmberg thought even though he applied it directly to the

teaching process whereas Keegan applies it in the learning process. The same way like

Holmberg, Keegan also considers that the printed didactical materials must have most of the

characteristics of the interpersonal communication, which must not be limited only to the

telephone tutoring and tele-conference or similar ways. This is a fundamental process so that

the distance education programmes are successful to the students, originating lower desertion

indexes and better learning quality and higher status of the institution.

Existence of a separation between the teaching act and the learning act;

Learning taking place when the intersubjectivity present in the relationship

between the learner and the mister is created artificially;

Importance of the pedagogical materials in the learning process;

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Creation of a link between the teaching and learning processes through the

interpersonal communication.

For Garrison, the distance education has been evolving due to the growing sophistication of

technology and centers its importance also on the control of learning by the student in which

the concepts like independence and autonomy are crucial besides defending the educational

transation. The starting point for this theory is the educational transation between the learner

and the mister and this theory relays on the “seek for the understanding and knowledge through

debate and dialogue”, needing the establishment of a bidirectional among the learner and the

mister, sees the result of the objectives of the relationship between the teacher and the student

that is only possible through the dialogue or debate of ideias. The success will only be seen

from the capacities of the students to be independent and to auto learn, and of the support that

will be given to him or her in technical and documental terms and even from the mister

himself, in the relationship with the student. Different from Moore and Holmberg, that

characterise the learning as an internal individual process on the learner, Garrison, considers

that the learning process requires interaction with the mister, arguing that if the mister and the

learner are separated, it is necessary to provide them with the bidirectional communication

means, using technologies to give support to the educational process. So the technology is one

of the three factors that are considered by Garrison in his definition of the distance education.

Garrison argues that the distance education is inseparable from technology, constituting this as

a susteinable basis to evolution and development. The other implicit notion in Garrison is the

concept of the learner autonomy, who tris to replace the concepts of independence and

autonomy used by Moore and Holmberg. Garrison defines is as “an opportunity and the

capacity to influence and lead certain events. The control within an educational environment

can not be established only by one of the parts because the flow of the events lays on a

collaborative platform. Garrison proposes that the control must be based on the inter-

relationship (self learning), proficiency (capacity to face the self learning) and support

(available resources to oriente and facilitate the educational process) corporized on the

relationship between the mister, the learner and the contents.

Existence of a bidirectional communication among the instructor and the student

so that the interaction takes place;

The distance education is inseparable from the technology.

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The theoretical Model that contemplates more the adult education summoned by Moore and

Garrison how they prorogate the practice of the distance education. Their theory lays in the

concepts of dialogue, structure and learning autonomy proposed by Moore as well as on the

attributes of the bidirectional communication and the separation mister-learner proposed by

Keegan. The theoretical basis proposed by Moore is somehow amplified in John Verduin and

Thomas Clark, defining three specific theoretical dimensions:

1st dimension: Dialogue/Support – they consider that the principal fundament of the

dialogue is the support to the student that can vary from simple instructions related to

realization of certain tasks to a more profound structure, having a strong component of

motivation for the student.

2nd Dimension: Structure/Specialization – For these authors, the concept of structure is

inseparable from the concept of competence or specialization. They refer that the degree of

competence in a certain area, specialization, can occur in a situation of a conventional teaching,

like the distance education, resulting mainly from the learner´s experience that is the function

of the degree of the content structuring.

3rd Dimension: Competence/Autonomy – The authors start from Moore´s point of view

about the learner´s autonomy, extrapolating it to situations in which the learner is within an

environment of self - learning.

Verdium and Clark put their tonic not only in the concepts of dialogue, structure and learning

autonomy, as well as on the bidirectional communication and the separation between the

teacher and the student. They enhance the dimension of the dialogue as support, the

structure/specialization in which to reach the specialized competence requires materials

structuring and lastly the competence and autonomy in which the second aspect is considered

essential for qualification of a certain competence.

Existence of a dialogue/support on the mister

Existence of a structure/specialization of the learning/teaching process

Existence of some competence/autonomy of the leaner

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The table 3.1 that follows compares six presented theoretical perspectives, in terms of central

concepts associated to them, the major impacts and apparent factors that determine their

apparition.

Table 3.1: Comparative table of the presented theoretical perspectives

AUTHOR THEORIES CENTRAL CONCEPTS MAJOR IMPACT INFLUENCE

Peters Industrialization Theory

Industrial Society Post-Industrial Society

Principles and social values Cultural Sociology

Moore

Theory of the Transational Distance and

Learner Autonomy

Transational distance Learner Needs Independent Study

Holmberg Theory of the

Didactical Guided Conversation

Learner Autonomy Distance Communication Didactical Guided Communication

Promotion of Learning through personal and conventional methods

Humanistic anística tendency of Education

Keegan

Theory of the Reintegration of the

learning/teaching Acts

Reintegration of learning/teaching Acts

Recreation of Inter-Personal components present on a face-to-face teaching

Traditional Pedagogy

Garrison Communication Theory and learner control

Educational Transation. Learner Control. Communication

Facilitation of the Educational transation

Communication Theory and Principles of Adult Education

Verduin e

Clark

Theory of Tridimensionality

Dialogue/Supporte Structure/Specialization Competence/self learning

Requisits of the tasks and of the learners

Principles of Adult Education Knowledge Structure

Keegan worked up a study (Keegan, 1991) where he sums up some elements that he considers

central for conceiving distance education:

physical separation between teacher and the student, factor that distinguishes the

face to face teaching;

educational organization influence (planning, plan, project, guided

organization), factor that distinguishes individual education;

use of technical communication means, usually printed, to unite the teacher and

the students and give educational contents;

possibility of the existence of communication means bidirectional that enable

dialogue and interactivity;

possibility of occasional meetings with didactic goals and socialization;

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Individualized way of education.

3.2 Concept and characterization of the Distance Education

To introduce the theme on distance education, it is important first to define the face to face

teaching. The face-to-face teaching is within the traditional education model and represents the

typical face-to-face teaching that takes place in the classroom. The teacher and the students are

physically on the same place, in an hour previously stated, for the realization of a lesson (Lima

& Capitão, 2003).

Aretio (1994) identifies the major characteristics of the face-to-face teaching as being that:

the students and the teachers limited by the geographical situations and

timetable, are physically present;

Passive learning by the students;

Excessive use of paper;

The teaching manuals get to the teaching institutions very often while they are

oldated;

The libraries with lack of resources in relation to the number of students and the

existing information about a certain issue.

According to Nunes (2001) there exist concepts that by their short maturity or dependence on

the others, take time to identify themselves with their own characteristics. It was like this in the

distance education. First there was the conceiving, for being very simple and direct that would

not be the distance education. Only from the 70s and 80s it was seen as what it was, that is,

from the characteristics that determine or by their constructive elements. It was from the 80s

that there has been an effort from the researchers in an attempt of conceiving a suitable distance

education, aimed to defining it on the theorectical field (Bastos, 2003). Underneath follow some

notions about the concept of the distance education.

Aretio (1994) defines Distance Education as a technological system of bidirectional

communication that can be massive and that replaces the personal interaction, in the classroom,

of the teacher and student, as a teaching preferential mean, by the systematic and combined

action of different didactical resources and by an organization and tutoring that provides a

flexible and independent learners´ learning.

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According to Rurato and Gouveia (2005), the distance education takes place when the teacher

and the students are separated (on the time and place). The direction that the concept takes

today, gives emphasis to the distance in the space: use of telecommunication technology and

data transmission, voice (sounds) and images (including the dynamics, that is, television or

video).

Moore and Kearsly (1996) define distance education as a planned learning, that normally takes

place by the separation between the teacher and the student and for that there are special

techniques of course design, of instructional planning, special communication methods, via

electronics or through other technologies as well as a special administrative organization.

According to Lima and Capitão (2003) the distance education is an educational model that

allows learning with no space and time limits; this scenary presupposes the geographical or

temporal separation among the teacher and the student, use of technologies (except

correspondence courses) with basis to the control and educational learning process by the

student.

From the different definitions presented, there are some relevant aspects that can be mentioned:

Transformation of the traditional relationship teacher/student that takes place in

the classroom;

Interface among the participants of the teaching/learning process, that takes place

through technological means, overcoming the space and time bias;

Modifications of the teacher´s role, transforming the teacher into a learning

facilitator;

Wider coverage in terms of number of the students, be it by the geographical

reaching.

Attempting to focus on the principal aspects, Rurato and Gouveia (2005) defines the following

characteristics for the distance education:

Openess – diversity and amplitude of the courses offer, with elimination of

access bias serving a huge number and spread population, with different levels

and learning styles;

Flexibility – of space, of assistance and time, the learning rithms, with distinct

formative itineraries that allow different entries and exits and the combination

work/study/family;

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Efficacy – the individual is motivated to become a subject of his/her learning,

use what he or she is learning, evaluate him or herself and for all this, he or she

will need to get administrative, cognitive and pedagogical support through the

integration of the bi-directional communication means;

Permanent Training – in the professional field, there is a greater pursuit for the

continuity of the formal education and, consequently, acquisition of new values,

interests, attitudes and knowledge;

Economy – avoids the movement and absence on the working place;

Standardization – avoids the transmission of knowledge in a diversified way.

Besides these particularities, there are several acting areas identified within the distance

education which, include from the conventional teaching to complementary teaching, to

professional teaching, to the preparation and training of trainers or training of individuals or

isolated groups with specific needs. As Santos (2002) defends on a current and global

perspective, the distance education presents itself more as an alternative than as a complement

to the traditional methods of the face-to-face teaching.

For the sake of this study, based on the referential above cited and seeking for an outlining of

several concepts presented, there will be the following distance education concept adopted:

• It is a way of teaching, implemented by an educational organization, in which the

teachers and the students are physically separated, needing the mediation of some

sort of technology for establishing communication among them.

3.2.1 Components of a distance Education System

For a better understanding of the functioning of the distance education, underneath follows a

model where the main components of a distance education system are related.

Technical Pedagogic/Didactical Supports supports

Figure 3.1: Distance Education System. Adapted from Endis (1997)

Teacher Student

Supports

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In this figure it is important to say that the student is the principal element of the distance

education system. So, all must be done to meet his or her needs. According to Landin (1997)

here are the main characteristics of a student from a distance education system:

Be of different ages;

Have different qualification levels;

Study at home or in any other place;

Be an adult and worker;

Have as a secondary the education.

Although the distance education has several potencialities, not all have a suitable profile to this

type of teaching. The student must know what he wants, to be able to be motivated for the

course he or she wants to take, and the desire to be successful on the distance education. The

teacher guides the student, which has a more active role in the training (Web School, 2002).

Teacher – the success of the diatance education depends mostly on the teacher that must have

new competences to ensure the distance educator role, among others (Landin, 1997):

Understand the nature and the philosophy of the distance education;

Adapt the teaching strategies to give instructions at distance;

Maintain him/herself updated on the use and knowledge of the new

communicating models;

Involve him/herself on the organization, planning and decisions;

Evaluate the attitudes and the perceptions of the students at distance.

Support Services – most of the initiatives that a very successful on the distance education basis

involve a series of pedagogical and technical support services that include aspects like operation

and maintenance of equipments, configuration of software, including also the creation of the

didactical material, on the programming aspects, visual project and pedagogic conception,

enrollment, logistics, material distribution, acquisition of the didactical material, control of the

author´s rights and marks processing, among others (Bastos, 2003).

3.2.2 Models and technologies used

In the Distance Education, there are two models for training (Testa, 2001):

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Sync Model – training component in a real time that promotes the interaction

through voice, image and data, among teachers and students in a “virtual

classroom”, regardless where they are;

Assync Model – training component with no possibility for interaction in a real

time that provides access to the contents in their multiple supports in an

individualized way. In these cases, if there is interaction between teachers and

students, this takes place in a recored form through e-mail or discussion forums.

To learn and teach using distance education as a methodology, there are two forms of

communication identified namely (Testa, 2001):

Unidirectional Communication – paper content, study guides, books, radio,

television, cassettes, are some of the examples;

Bidirectional Communication – correspondence in paper, telephone,

audioconference, are some of the examples. The bilateral communication has as

a major objective to keep the highest degree of motivation on the student,

facilitate the learner´s learning, inform pedagogic and technically the student and

endow the learner with cognitive capacities that are suitable to the learner´s study

progression.

One of the core factors of a distance education system is the choice of support technologies and

the way that these technologies are allocated. The curriculum contents are normally distributed

to the students in different formats such as, texts, video, audio, informatics and video

conference.

The table 3.2 illustrates a summary of the main services, which are currently available for the

Distance Education.

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Table 3.2: Main services available for the Distance Education. Adapted from Santos (2000)

Interaction Audio Data Video

Only one way

Tape Cassettes, Radio,

Teaching observed

Video Cassettes video, TV, DVD,

Two ways (assync)

Voicemail, pages Web with recorded audio.

E-mail, Forum, newsgroup, mailing list, Transference of the file (FTP), pages web.

Messages with videos, pages Web with recorded video

Two ways (sync)

Telephone, audio conference, voice over IP (VOIP), audio in a real time

IRC/Chat, sharing of multimedia applications

Videotelephoning, videoconference, Video in real time

For the purpose of this study and taking into consideration the table 3.2, the videotelephone and

videoconference are components of special interest for the organization of online sessions. The

interaction teacher – student will be ensured through e-mail, discussion forum, newsgroup,

mailing list, file transference (FTP), web pages as well as via Internet relay chat.

3.2.3 Advantages and limitations of distance education

According to Aretio (1994) the Distance Education has the advantages that follow:

Openess – elimination or reduction of access bias to the courses or study levels;

diversification and increase of course offer; training opportunities adapted to the

current demands, to the people that could not attend the traditional school;

Flexibility – lack of strictness to space requirements (where to study?), time and

lesson observation (when to study?) and rithym (at what learning speed?); good

combination of study and work; learner kept in his or her professional, cultural

and familiar; training outside the classroom context;

Permanent staff training – assistance to the demand and aspirations of different

groups, through formative activities or not; active learner: developmment of

innitiatives, of attitudes, interests, values and educational habits; training for

work and overcoming of the cultural level of each student;

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Efficacy – student; center of the learning process and the active subject of the

training sees his or her learning rithym respected; practical-theoretical training,

related to the student´s experience, in an immediate contact with the professional

activity, which is willed to be improved; instructional contents designed by

specialists and the use of multimedia resourses; frequent bidirectional

communication, ensuring a dynamic and innovative learning;

Economy – reduction of costs in relation to face to face learning system, by

eliminating small groups, by avoiding expenditure of students´ movement from

place to place and by avoiding the absence at working place for extra training

time, by allowing scale economy, the scale economy overcomes the high initial

costs.

Yet and according to Aretio (1994) there are some limitations for Distance Education:

Limitations in reaching the socialization objective due to lack of interaction

between the teacher and the student and among the students themselves;

Limitations in reaching objectives in the affective/attitude areas as well as the

objectives related to the psychomotor area because this can only happen if there

is a possibility for a previously established face to face moment for the

supervised development of the manipulating skills;

Empoverishment of a direct experience exchange provided by the personal

educational relationship between the teacher and the student;

The feedback and correction of the possible mistakes may be slower although the

new technological means reduce these inconveniences;

Need for a long term strict planning with the disadvantages that may arise even

with the advantage of a rethinking and reflexion;

Danger of homogeneity of the instructional materials – all learn the same, by the

only one instructional package, matched with a few opportunities for dialogue

between the teacher and the student – can be avoided and overcome by the

design of materials that promote spontaneousness, creativity and student´s ideas

expression;

Except face to face evaluation activities, the results of distance evaluation are

less fiable that the face to face results, considering the opportunities of copy or

fraud, although these facts can also occur on a face to face model;

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Initial costs are very high for the implementation of distance courses that dilute

throughout their application, although there is no doubt in relation to its

economy.

However, according to Lobo Neto (2000) the distance education is today an increasing

democratic strategy of access to the quality of education, citizen right and society and state

duty.

3.3 Historical Evolution of Distance Education

Nunes (2001) states that the starting point of the distance education are the letters written at the

beginning of the christian era aimed to disseminate the good news of the Lord, evolving for the

invention of the press by Guttemberg, maybe the greater starting point for the dissemination of

the written word, as beforehand, all books were copied manually requiring time and money.

Yet, according to Nunes the written messages were part of the first strategy of establishment of

a personalized communication when the distance did not allow the interlocutors to meet. From

the beginning of the XX century up to the second world war, several experiences were adapted,

occassion in which the applied methodologies to the teaching by correspondence better

developed, and later on, were heavily influenced by the introduction of the new means of mass

communication such as radio that originated very important projects.

The distance education has existed since the end of the XVIII century, with greater evolution

since the end of the XIX century when the first correspondence course was created by Sir Isaac

Pitman, Correspondence College – United Kingdom (Andrade, 2000). The greater step was

given from the middle 60s, with the institutionalization of several actions in the fields of

secondary and higher education, starting in Europe (France and England) expanding to other

continents. The need for an efficient communication system between the teacher and the student

implied the establishment of a direct relationship between the development of the distance

education and the advances taking place in the telecommuniacations, in the informatics, of the

multimedia and of the Internet (Moore & Kearsley, 1996). The technologies used increased in

number, complexity and potentiality, creating new models of distance education (Lima &

Capitão 2003).

Taylor (2001) cited by Luzzi (2007) identified four generations of the history of the distance

education: the “correspondence model”, the “multimedia model”, the “tele-learning model” and

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the “flexible learning model”, and points that there is the fifth model that is configured: the

“intelligent and flexible learning model”.

The first generation, called “model by correspondence”, on which are identified the first

demonstrations of this study model, based mainly on the production and distribution of the

printed educational materials, given to the student by the post. A model of higher study

flexibility, considering time, space and rithym of study of each person, but with the lack of or

null communication among the teachers and the students.

The second generation called “multimedia model”, adds the printed materials to other

technologies like, for example: audio and video that improve the presentation of the contents. A

model with higher flexibility but with lack or no interactivity.

In the third generation, there is a “tele-learning model”, incorporating the technological

resources like audio conference, videoconference and the audiographic transmission, which

according to Taylor (2001) loose flexibility and sometimes the quality in the preparation of

study materials, but they gain in interactivity.

A fourth generation that the author identifies as the “flexible learning model”, on which all

resource materials are added to the interactive multimedia, is characterized by the access of

resources through Internet and communication technologies. According to the author, it is a

model that presents flexibility, good quality and interaction.

This generation of the distance teaching can be distinguished by its interactivity in the

communication processes, which allow access to university resources, resources from other

educational and noneducational institutions and the communication among the students,

between students and tutors and of course, it is the most used in the present.

According to the author, a fifth generation is being configured in the present. The “intelligent

flexible learning model”, an approximation on which people start using multimedia systems

online, access to resources by Internet, use of self-response systems through information

technology, communication and access to services from instructional portals.

The speed of the technological development that a sixth generation – integrated by the

Automatic Virtual Environments, virtual reality systems of multiple projections that articulate

sound and image in three dimensions, to take the group of students to dive in a virtual world,

generated by computers in a real time – is being developed.

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As refered by Santos (2002), the distance education has become an important instrument of the

educational policy with universities created for developing activities quite exclusively for

distance education, like the Open University, founded in 1969 in the United Kingdom, which

enrolled its first student in 1971. This university is a clear example of the distance education

teaching, even though the first known institution has been the University of South Africa, in

1946.

So, it is clear that the evolution of the distance education at the beginning of XXI century is

entailled to the development of communication, mainly Internet. The new nets of

communication can promote at short term the rapid and trustfull access, allowing a greater level

of interactivity.

3.4 Concept and characterization of e-learning

Due to these changes, the traditional teaching models present three restrictions (Tachizawa &

Andrade, 2003 cited by Lima & Capitão, 2003):

Time – it is required that all that are involved have to be available at the same

time.

Place – it is required that all that are involved have to be on the same place;

Scale - the limitations regarding to the number of students that can learn in a

classroom, with the teacher´s support.

Meanwhile, as Pimentel and Santos (2003) defend, although these models are not mostly used

in the greater majority of cases, there have been innovative approaches to promote teaching via

Internet, because of the current facts:

Rapid production of knowledge and information;

Infra-structure and Internet functioning;

Different visions of distance education;

Changes in the labour market, requiring professional entrepreneur posture;

Increase in the pursuit of enterprises training;

Expectations in the reduction of the training costs;

Need for more flexible study forms.

The same way that the distance education presents several definitions, the e-learning is also

defined by several authors. For Pimentel and Santos (2003) the e-learning is a way of giving

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contents via all types of electronic means including Internet, Intranet, Extranets, virtual

classrooms, audio and video cassettes, interactive TV, chat, e-mail, forums, electronic libraries

and CD-ROM, for the teaching based on the computers and on the Web.

The definition from American Society For Training & Development of 2002 can be considered

sufficiently reaching: “the e-learning covers a set of multiple applications and processes such as

the teaching based on the Web, the one based on the computer, virtual classrooms and digital

collaboration that includes giving contents via Internet, Intranet/Extranet (LAN/WAN), audio

and video recording, radios satellites, interactive TV and CD-ROM”.

For Rosemberg (2001) the e-learning is the use of Internet technologies to give solutions that

enlarge knowledge.

According to Carvalho (2005) the e-learning, in its most restrict definition represents the 4th

generation of distance education, identifying itself with the learning processes in which the face

to face contact between the teacher and the student does not exist. In relation to the previous

generation, there were collaborative learning supported by computers environments were

introduced, allowing the creation of virtual classrooms and eliminating the traditional isolation

of distance education students.

For Caixinha (2005) the e-learning is a set of methodologies and technologies which has as

objective to promote the teaching and learning through the use of Internet/Web as a device of:

Mediation among intervenients (interaction);

Access to pedagogic resources (contents);

Access to mechanisms of evaluation (evaluation);

Access to the functioning of the management processes (management).

On the perspective of the authors mentioned previously, the term e-learning must also identify

the learning-teaching processes that are not passible to be accomplished without the

technological support, but they co-exist with the face to face activities that are also relevant.

That is, when there are learning or evaluation components that can be fulfilled through the same

technological support. This model is called blended learning (b-learning).

Blended learning, the teaching practice that combines teaching methods from both face-to-face

and online learning, is an established, rapidly growing instructional model that is proving highly

effective in helping schools address the challenges of student achievement, limited resources,

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and the expectations of 21st century learners. Whether it is extending classroom instruction

beyond the school day, supporting credit recovery programs, enhancing teacher professional

development or delivering enriched learning opportunities for accelerated students, blended

learning models are increasingly common practice across the curriculum for students and

teachers alike.

Blended learning is implemented in a variety of ways, ranging from models in which

curriculum is fully online with face-to-face interaction to models in which face-to-face

classroom instruction is integrated with online components that extend learning beyond the

classroom or school day. The rapid growth of blended learning has been a catalyst for additional

instructional transformation, including:

Evolving pedagogy in which teachers’ roles include facilitation, student

mentoring and differentiating instruction for individual learners,

Increased flexibility and personalization of students’ learning experiences, and

Strategic uses of technology as provincies directorates tap the capabilities of the

learning management systems to support a wider range of instructional

programs.

Educators support online learning because of its unique abilities to provide students with

enriched learning experiences, to extend learning beyond the school day, and to support more

successful differentiated learning strategies that personalize students’ educational experiences.

Additionally, as educators gain more experience with the approaches to and benefits of blended

learning, they have discovered that this instructional model helps them increase capacity

without commensurate increases in budget or staff.

After the several definitions presented about the e-learning, it can clearly be seen that there are

two tendencies on the concept:

The first, wide, considers that all forms of distance education that use the

electronic are included in the concept of e-learning;

The second, more restricted, understands that the e-learning it is a distance

education form that uses Internet and its derivations as a support means.

For the purpose of this study, the e-learning is:

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• A form of distance education that uses the Internet and its derivations as the core

supports for the creation, distribution, interaction and content administration.

3.4.1 Advantages and disadvantages of the e-learning

As Lemos (2003) defends, before it is considered as a set of technological tools, with pedagogic

applications, the e-learning must be understood as an effective contribution for the paradigm

change in the learning and teaching process. Meanwhile, the implementation of processes of

this nature faces some obstacles that result from acting contexts and of the proper nature of

strategies of the distance education, being possible to show the advantages and disadvantages

(see Table 3.3):

Table 3.3: Advantages and disadvantagens of e-learning.

A d v a n t a g e s D i s a d v a n t a g e s

- Personalization of the transmitted contents;

- Facility of access and flexibility of the timetables;

- Permanent availability of contents;

- Diversification of courses offer;

- Reduction of costs at long term;

- Learning Control by the student;

- Rationalization of human and financial resources;

- Creation of learning communities;

- Innovations in the formative processes;

- Globalization of methods and resources information

(breaking the geographical bias);

- Reduction of infra-structure costs;

- Active participation of students in learning;

- Modullar learning;

- Higher knowledge exchange;

- It does not allow teacher student

human relationship

- Increases the development costs;

- Technical difficulties related to

Internet and image and video

transmission speed;

- Resistence to changes on the

intervenients;

- Technological Components in

rapid oldfashioning;

- High initial investiment;

- More time for content design;

- Less credibility towards the

traditional methods;

- Requires strict selfdiscipline.

In the section that follows, there is a brief theoretical review of the catalysers and bias that inhibit

the e-learning potential.

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3.4.2 Catalysers and Bias to e-learning

The appearence and the consequent e-learning development resulted from the factors of the

technological, economic, demographic and social nature. According to INOFOR (2003) the

catalysers of e-learning are:

Technological Revolution

Economy Globalization

Change in Learning paradigm

Demographic and social changes

Professional Training

Although there are known possibilities of e-learning, there are also some obstacles that inhibit

the potential of e-learning. Then, to overcome these bias to e-learning, this should be looked at

as a national imperative, involving, Institutions of Higher Education, enterprises and the state,

in a jointed and integrated mission, aimed to motivating and training the people that belong to

age extracts that due to cultural and geographical reasons can be considered info-excluded

(INOFOR, 2003).

Dobbs (2002) identifies as the main bias of e-learning the quality of courses, the limitation of

band coverage and the standards domain:

Resources Quality

Limitation of band coverage

Standards domain.

The most important problems that are raised start from the defficient implementation, stable

contents and less interactivity to cultural factors like accommodation to traditional teaching

forms as well as the lack of support from top managers of the organizations.

According to a study conducted by Hussain (2004) on Institutions of Higher Education, the

main bias of the e-learning are:

Lack of a strategic plan for e-learning;

The e-learning is not felt as a need, but as something that all others are doing;

Lack of experience in projects of e-learning (leadership and execution);

Insufficient financial investments to cover all components of e-learning project.

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According to Litto (2001), European benchmarks and results of the enquiry to enterprises are

coincidents in the origin of shackles to development of e-learning:

Teaching “without face”;

Organizational culture;

Lack of information and teacher support;

High material costs and their development;

High time consuming for the preparation of materials and activities;

Lack of technological assistance;

Resistence to change by teachers and students.

According to a study from INOFOR (2003) the face to face training seems to constitute a model

that responds to the major formative needs of the organizations or at least those needs that the

organizations assume as priority. The organizational culture also takes greater importance

probably being one of the main conditioners of formative needs of the organizations. As

consequence, it appears leading the battery of obstacles to implementation of e-learning, the

perception that the investment in a project like this does not stand itself as priority.

3.4.3 The e-learning and the Institutions of Higher Education

According to Figueiredo (2000) some years ago, it was possible to an Institution of Higher

Education ignore all competition forms and give a massive education. Like what happened in

many enterprises of the same period, could allow offering different quality services and

sometimes-doubtful thinking that lacked alternatives could not complain and look for options.

For Lemos (2003) currently this is no longer possible and the Institutions of Higher Education must be updated towards the changes demanded by the globalization and above all to respond to

the impositions of the labour market that seeks for pro-active professionals with a need of a

permanent training.

In fact, the local community of specialised knowledge that constituted an Institution of Higher

Education, suddenly opened itself to the world and became part of a global community of

specialists linked among them by Internet, by telephone, by fax and by meetings and

conferences of several types (Figueiredo, 2000).

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According to Gouveia and Gomes (2004) the acquired experience and the opportunities for

development currently provided by incentives such as a e-University and pressures like doption

of Bolonha and the world negative demographic increase, which has been having an impact in

the Institutions of Higher Education orientation for the adoption of distance education or face to

face electronic support practices, taken as a requirement for the modern higher education and

suitable for the information society.

3.4.3.1 SWOT analysis of e-learning in Institutions of Higher Education

The SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis is an instrument used

in the design of a strategy. It is not enough identifying the objectives and determine from them,

the critical factors that will determine the solution to adopt. It is also important to recognize the

situation in which the institution is, be it internally (strengths and weaknesses), be it in relation

to the outside (opportunities and threats) (See table 3.4, page 71).

According to Figueiredo (2000) this analysis must be conducted with greater objectivity and

hardness, namely with regard to the identification of weaknesses that shoud serve as objective

indicators in areas where later intervention must be centered. The process must be dynamic

trying to make the fullest use of the strengths, concentrating all efforts to overcome all

weaknesses, exploring whenever possible the opportunities and transforming the threats into

opportunities.

In terms of objectives, the Institutions of Higher Education will (Caixinha, 2005; Cantoni et al.,

2003):

Improve the teaching quality;

Increase the accessibility and flexibility of the curriculum;

Allow technological experience on the students;

Give support to users (contents, services and training);

Follow the technological tendency verified on;

Develop partnerships with other institutions;

Develop new products;

Implement a management quality system used in e-learning;

Reduce costs.

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Table 3.4: SWOT analysis of e-learning in IES. Proper authory

S t r e n g t h s W e a k n e s s e s

- Teaching experience;

- Know-how in terms of contents;

- Learners Technological Maturity;

- Facilitating means of intervention among students and with the Institutions of Higher Education ;

- Facilitated access to information;

- Acceptance on the students side;

- Good positioning in the educational market;

-The student is in the center;

- Pre/post Interactivity, discussions/groups news forum, more frequent questions, navegation for information, adapted use of multimedia resources (nor excessive nor overmuch).

- Greater investment in new resources;

- Resistence to change on the teachers´side;

- Lack of teachers´experience towards the e-learning;

- Insufficient resourses to support e-learning;

- Lack of evaluating methodologies of results;

- Technical Difficulties;

- Lack of perception of the increased value;

- Organizational structure and innovation aversion;

- Lack of examples of good practices;

- Lack of engagement and committment from the top management.

O p p o r t u n i t i e s T h r e a t s

- Acquired Experience;

- Demographic Increase;

- Teaching Globalization;

- Increase in the pursuit of distance education;

- Use of the partners´ know-how;

- Generalized Access to Web and PC´s;

- Enlargement of product catallogue;

- New and different public;

- Projection of an innovative and modern

image;

- Openess;

- Exploration of New Methods and

technologies;

-Increase of technological competences by the

teachers and students;

- Flexibility increase in the teaching and

learning processes.

- Few incentives for the project;

- Competitions of other Institutions of Higher Education ;

- Rapid technological Evolution;

- Efforts for the initial implementation;

- Lack of quality norms for teaching;

- Lack of evaluation teaching methods;

-Lack of discilpline and student perseverance;

-Who does not believe in this method continues thinking that learning in the classroom is a better available method.

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The e-learning allows flexibility, rationalizes resources (financial and human) and enlarges the

geographical teaching coverage. However, this system can only be seen as advantagious if

joined with the arguments mentioned, if there are similar or better pedagogical results compared

with the face to face teaching (Cantoni et al., 2003).

3.5 Concept and characterization of video-conference

From the 80s there has been a development of teaching systems supported by computers. Due to

evolution of this area, today there are highly sophisticated systems. Since the mid 80 the

microcomputers, linked to several technologies for storing and audio reading and digitated

images has been offering integrated environments known as multimedia. Among the existing

multimedia systems used in education, there is a videoconference.

Video-conference

According to Cruz and Barcia (2000) the video conference is a technology that allows that

distant groups, situated in two or more places geographically different, communicate in a “face

to face”, through audio signals and video, recreating at distance, the meeting conditions among

people.

The firsst prototype of the videophone, known as “father” of videoconference was shown in

public in 1964, whereby the first interactive transmission in two ways (audio and video),

happened in 1967 between Nova York and Los Angelos. At that time it could not be sold

because of its high cost and lack of a suitable transmission infrastructure. In the 80s, with the

development of algorithymical comprehensive technology, the video conference systems could

evolve, as the signals used more narrow lines without losing quality of images. According to

Keegan (1995) cited by Cruz (2001) the speed of increase in the use of video conference was a

combination in the improvement of technology of video comprehension with the acceptance of

the international telecommunications standards and a rapid fall of costs.

For Cruz (2001) a videoconference digital system consists in a video camera, a

codifier/decodifier of digital signals (CODEC), a TV monitor and an audio unity. The video

CODEC and the audio unity converted the analogical signals of audio and video for video

camera into a digital format. This digital data needs also to be compressed to be able to be sent

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through a digital communicating link to other machine with compatible equipment. The

videoconference systems require connections between two or more machines that codify and

decodify the signals in a direct relationship between the transmission speed and the quality of

image. The band size used for transmitting the video image controls the solution and the image

movements. The higher the speed/quality of data, better the quality of image and sound received

and transmitted.

In specialized literature, the recommendation for the use as interface in the learning and

teaching processes is that of working with the high transmission rates among equipments, 128

or 384 Kbps2

, as they allow a quality of television image close to that we are used to. On the

television, the images get the speed of thirty frames per second. In the videoconference system,

transmitted at 384 Kbps, is able to give an image around 26 to 28 frames per second.

The videoconference equipments can be divided in two types: of the table or room. The first is

for individual use, installed on a microcomputer. Uses telephone lines for the transmission what

makes it not have a good quality. The videoconference is a more broadcasted by having a more

powerful processing. It can be installed in more varied size rooms according to the needs and

function, allows an individual communication, but it is useful by possibilitating meetings or

lessons to groups of varied sizes. The transmissions can occur between two rooms (point by

point) or several (multipoint). It is in this way that the system appears as a greater potentiality

for the learning and teaching process, research and distance education.

3.6 Lessons learned

With the design of this chapter, the researcher communicates his approach and his critique to

the authors that throughout the decades have been dealing with the themes that served to

support the understanding of the object of the study of this investigation. The intention was to

establish, whenever possible, a dialogue with the authors instead of a pure appropriation of his

or her ideas and work. The researcher proposed him/herself to learn with them through a

dialogue on which his knowledge could also be present. It was not all by casuality that the

review of literature was made in an important moment of construction of theoretical bases that

sustain the investigation problem, the examination of the reality and the interpretation of the

results of the empirical study. 2 Kbps – quilobits per second. A measurement standard of data rate and transmission capacity. It is equivalent to 1.000 bits per second.

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Throughout this chapter, it was possible to observe on a comparative analisys the definitions of

distance education, which, various elements of different degrees are part of conceptual universe

of this teaching model. But, on the researcher´s perspective, these elements do not help to

characterize the distance education – maybe in some historical moments, these elements might

have served for the conceptualization, but it must be understood that, in the current society,

many of them are losing signification.

In this way, for the effect of this study, based on the discussion above mentioned and trying to

synthesize the several concepts presented, the researcher adopts the concept that follows for the

distance education:

• It is a teaching form, implemented by an educational organization, in which the

teachers and the students meet while they are physically separated, needing the

mediation of some type of technology to establish communication among them.

In this context, this study adopts the tridimensional theory defended by John Verduin and

Thomas Clark. This theoretical model contemplates as much as the adult education preconized

by Moore and Garrison as it enlarges the fulfillment of distance education practices. Their

theory lays on the dialogue concepts, structure and autonomy learning proposed by Moore as

well as on the bi-directional communication attributes and the separation mister-learner

proposed by Keegan. The theoretical base proposed by Moore is however amplified in these

authors, defining three specific theoretical dimensions:

Existence of a dialogue/support from the mister;

Existence of a structure/specialization of learning/teaching process;

Existence of a competence/autonomy of the learner.

It can be concluded that the distance education is not a category opposed to face-to-face

education, as many definitions present. It could have been within a historical moment in the

light of the reality of some historical period but now, it is no longer. The world has changed and

the face-to-face education is also changing adapting itself to the society of information and

knowledge. This without considering that both models of education share philosophical,

epistemological, pedagogic, didactical, administrative, organizational bases, among others, that

configurates within the same educational logics and not as opposite poles or categories mutually

excluding.

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It is in this context of the formulated problem that the researcher defends the thesis that the

distance education must not be considered as an alternative or compensatory method of the

face-to-face education, but as an opportunity for rethinking education as a whole.

However, the need for an efficient communication system between the teacher and the student

implied the establishment of a direct relationship between the distance education and the

advances that have taken place in the telecommunications, in the informatics, of multimedia and

Internet (Moore & Kearsley, 1996). The technologies used increased in number, complexity and

potenciality, creating new models of distance education (Lima & Capitão 2003).

It is in this way that Taylor (2001) cited by Luzzi (2007) identifies four generations in the

history of distance education: the “model by correspondence”, the “multimedia model”, the

“tele-learning model” and the “flexible learning model” and points that there is a fifth being

configurated: the “intelligent and flexible learning model”.

On the other side, in the distance education, there can be distinguished two training models

(Testa, 2001):

Sync Model – Training component in real time that promotes interaction through

sound, image and data, between teachers and students in a “virtual classroom”,

regardless where they are;

Assync Model – training component with no possibility for interaction in real

time provides access to the contents in their multiple supports in an

individualized way. In these cases, if there is interaction between teachers and

students, this happens in delayed through e-mail or discussion forums.

To learn and teach using as methodology the distance education, there are two communication

forms identified (Testa, 2001):

Unidirectional Communication – paper contents, study guides, books, radio,

television, cassettes, are some of the examples;

Bidirectional Communication – correspondence in paper, telephone,

audioconference, are some of the examples. The bilateral communication has as

its main objectives keep the higher degree of motivation on the student, facilitate

his/her learning, inform the student pegagogic and technically and give cognitive

skills that are suitable to his/her progression in the materials of study.

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One the most important factors of a distance education system is the choice of support

technologies and the way it is made available. The curriculum contents are normally distributed

to the students in different formats, being one of them an electronic one, which leads e-learning.

At the same time that the distance education presents several definitions, the concept e-learning

is also discussed by several authors. From the discussion held on the theorectical referential, the

attemp has been to look for a concept that is more suitable for the aims of this work.

In this way, for the purposes of this study, the e-learning is:

• The way the distance education uses the Internet and its derivations has main

supports for the creation, distribution, interaction and content administration.

In this way, there has been a wider set of expected outcomes for an initiative of the adoption of

a platform of e-learning: improvement of the quality of teaching, increase of productivity of the

teachers, development of the organization, increase in the number of students/diversification of

public and reinforcement of the institutional image.

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Chapter 4

4.1 Introduction

The choice of a methodological approach and research method has to follow the line of

ontological, epistemological and theoretical presuppositions of the researcher, being a

consequence of the adopted posture since the beginning of this work. Van Manen (1990)

postulates that there is a dialectics relationship between the problem and the method. Therefore,

the second must be the consequence of the first. In this way, the search for the outlining of the

research presupposes a clear definition of the proposed problem, of the research questions and

the stated objectives, that is, what is aimed to be explored and investigated during the research.

This chapter has the objective of discussing the methodology for the field research

operationalization of the study and reaches the established main objective: invest in the

improvement of teaching in the classroom through the continuous training of natural sciences

and mathematics teachers of the second cycle of the General Secondary Education, based on the

virtual learning environments. In literature, methodology means "different ways of doing things

with different endings" (Kerlinger, 2000:335), that is, ways of formulating problems, hypothesis,

observation methods and data gathering, variable measures and data analysis techniques. "The

methodology includes also aspects of science philosophy" (same), presupposing a constant

attitude of the critical analysis, especially when such analysis assumes a form of epistemological

criticisms of the used concepts, within a frame of a research.

Barros and Lehfeld (2000) comments that the scientific research consists of observation of the

facts the way they occur spontaneously, data gathering and register of the variables presumably

relevant for further analysis. A research is a form of getting progress and therefore, a reflexive, a

systematic, a controlled and a critical process that leads us to the discovery of new facts and of

the relationships between the laws that regulate the appearance or absence of them.

The objective of the research is to find answers for questionnaires through the use of scientific

methods (Laville & Dionne, 1999). These scientific methods for the current study will be the

target of the study in this chapter.

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4.2 Selection of the Research Paradigm and Methodology

Educational research is essentially concerned with exploring and understanding social

phenomena, which are educational in nature, mainly pertaining to formalized and/or

spontaneously occurring social, cultural, psychological processes which could be termed as

education. In so doing, it deals with educational questions that can be investigated in a

satisfactory manner, and the methods, which enable such satisfactory investigation and the utility

of results emanating from such investigation (Dash, 1993). Since theoretical questions in

education emerge from different conceptions and interpretations of social reality, different

paradigms have been evolved to determine the criterion according to which one would select and

define problems for inquiry. Thomas Kuhn, who is known for the term ‘paradigm’, characterizes

a paradigm as an integrated cluster of substantive concepts, variables and problems attached with

corresponding methodological approaches and tools (Khun, 2000).

During the past century, different paradigms have taken birth due to the remarkable growth in

social sciences research. There are mainly two paradigms to the verification of theoretical

propositions, that is, positivism and anti-positivism (or naturalistic inquiry).

4.2.1 Positivism

The positivist paradigm of exploring social reality is based on the philosophical ideas of the

French philosopher August Comte, who emphasized observation and reason as means of

understanding human behaviour. According to him, true knowledge is based on experience of

senses and can be obtained by observation and experiment. Positivistic thinkers adopt his

scientific method as a means of knowledge generation. Hence, it has to be understood within the

framework of the principles and assumptions of science. These assumptions, as Cohen,

Lawrence and Morrison (2000) noted, are determinism, empiricism, parsimony, and generality.

‘Determinism’ means that events are caused by other circumstances; and hence, understanding

such casual links is necessary for prediction and control. ‘Empiricism’ means collection of

verifiable empirical evidences in support of theories or hypotheses. ‘Parsimony’ refers to the

explanation of the phenomena in the most economic way possible. ‘Generality’ is the process of

generalizing the observation of the particular phenomenon to the world at large. With these

assumptions of science, the ultimate goal of science is to integrate and systematize findings into

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a meaningful pattern or theory which is regarded as tentative and not the ultimate truth. Theory is

subject to revision or modification as new evidence is found. Positivistic paradigm thus

systematizes the knowledge generation process with the help of quantification, which is

essentially to enhance precision in the description of parameters and the discernment of the

relationship among them.

Although positivistic paradigm continued to influence educational research for a long time in the

latter half of the twentieth century, it was criticized due to its lack of regard for the subjective

states of individuals. It regards human behaviour as passive, controlled and determined by

external environment. Hence human beings are dehumanized without their intention,

individualism and freedom taken into account in viewing and interpreting social reality.

According to the critique of this paradigm, objectivity needs to be replaced by subjectivity in the

process of scientific inquiry. This gave rise to anti-positivism or naturalistic inquiry.

4.2.2 Anti-positivism

Anti-positivism emphasizes that social reality is viewed and interpreted by the individual

themselves according to the ideological positions the posses. Therefore, knowledge is personally

experienced rather than acquired from or imposed from outside. The anti-positivists believe that

reality is multi-layered and complex (Cohen et al, 2000) and a single phenomenon is having

multiple interpretations. They emphasize that the verification of a phenomenon is adopted when

the level of understanding of a phenomenon is such a way that the concern is to probe into the

various unexplored dimensions of a phenomenon rather than establishing specific relationship

among the components, as it happens in the case of positivism.

Anti-positivism is marked by three schools of thought in the social science research. These are

phenomenology, ethno methodology and symbolic interactionism. All the three schools of

thought emphasize human interaction with phenomena in their daily lives, and suggest

qualitative rather than quantitative approach to social inquiry.

The two paradigms presented here are focused on two concepts of social reality. While

positivism stands for objectivity, measurability, predictability, controllability, constructs laws

and rules of human behaviour, non-positivism essentially emphasizes understanding and

interpretation of phenomena and making meaning out of this process. Alongside the presence of

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these two major paradigms, another trend, which got developed during the post-sixties, gave rise

to the third paradigm of research namely the Paradigm of Critical Theory.

4.2.3 Critical theory

The main protagonist of this theory was Jurgen Habermas, who worked at the Frankfurt School

in Germany to develop an approach of investigation and action in the social sciences, which

could describe the historical forces that restrict human freedom and expose the ideological

justification of those forces.

Critical theorists like Habermas were critical of the earlier paradigms, as they were not tuned to

question or transform the existing situation. He developed theories, which were built on a

typology of interest. Habermas (1970) postulated three types of interest which generate three

types of knowledge:

A technical interest concerned with the control of the physical environment,

which generates empirical and analytical knowledge.

A practical interest concerned with understanding the meaning of situation, which

generates hermeneutic and historical knowledge.

An emancipating interest concerned with the provision of growth and

advancement, which generates critical knowledge and is concerned with exposing

conditions of constraints and domination.

Critical theorists suggest two kinds of research methodologies, namely, ideology critique and

action research, for undertaking research work.

Critical theory has also been criticized by some of the contemporary scholars. Lakomski (1999)

questions the acceptability of the consensus theory of truth on which Habermas’work is

premised. Habermas’work is little more than speculation. Whist the claim regarding the three

forms of knowledge has the epistemological attraction of simplicity, one has to question this very

simplicity (Keat, 1981); there are a multitude of interests and ways of understanding the world;

and it is simply artificial to reduce these to three interests (Cohen et al, 2000).

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4.2.4 Research paradigms and research methods

Each of the paradigms discussed above has definite research methods, which can be used in

carrying out scientific investigation.

Positivism which emphasizes objectivist approach to studying social phenomena gives

importance to research methods focusing on quantitative analysis, surveys, experiments and the

like.

Similarly, anti-positivism which stresses on subjectivist approach to studying social phenomena

attaches importance to a range of research techniques focusing on qualitative analysis, e.g.

personal interviews, participant observations, account of individuals, personal constructs etc.

Similarly, critical theory suggests ideology critique and action research as research methods to

explore the existing phenomena.

The question arises: how does a researcher select a research paradigm and corresponding

methodology? The following questions may be raised by the researcher:

1. What is the nature or essence of the social phenomena being investigated?

2. Is social phenomenon objective in nature or created by the human mind?

3. What are the bases of knowledge corresponding to the social reality, and how

knowledge can be acquired and disseminated?

4. What is the relationship of an individual with their/his/her environment? Is she/he

conditioned by the environment or is the environment created by her/him?

Based on the above questions, the researcher can identify whether the research questions pertain

to positivism, anti-positivism, and critical theory; and choose the appropriate methodology,

accordingly.

Although each of the paradigms has corresponding approaches and research methods, still a

researcher may adopt research methods cutting across research paradigms as per the research

questions he proposes to answer. In this line of thought, the researcher chose to adopt three

investigation paradigms so that he explores more the possibilities each of them offers for the

accomplishment of this study: the positivism (for the quantitative approach), the anti-positivism

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(in the qualitative approach) and the critical theory in the adoption of action research, which

refers to technical procedures.

For Valles (1997) there is truly a coexistence of several paradigms in the researches that are

aimed to be qualitativists or quantitativists. The author referring to the works of Guba and

Lincon (1994) says that the paradigms must be understood as systems of basic beliefs, principles

and presuppositions about:

a) " The nature of the investigated reality (ontological presupposition);

b) the model of the relationship between the researcher and the research (epistemological

presupposition);

c) the way in which we can get knowledge of the so said reality (methodological

presupposition)" (Valles, 1997: 49).

This does not mean that when there is an implementation of a research there should only be the

methodological aspects known. As for Valles (1997) the Paradigm must guide the researcher in

the ontological and epistemological aspects of the research besides selecting the methods. These

three aspects are said to be related in the way that the basic belief the researcher has at

ontological level must take him to adopt consonant postures in the epistemological and

methodological plans.

4.3 Characterization of the research

Selltiz and Deutsch (1974) comment that each study has a specific objective. These specific

objectives can overlap into wider objectives:

Familiarization with phenomenon or get new understanding of this;

Precise presentation of the characteristics of a situation, group or specific

individual;

Verifying the frequency in which something occurs or to whether it is linked to

one or another thing;

Verifying hypothesis of a casual relationship among variables.

According to Barros and Lehfeld (2000) the forms of study of the object of the research

determine the classification of the research. This can be: Descriptive, Experimental and

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Research-Action. The descriptive research is that in which the researcher observes, registers,

analyses and correlates facts or phenomena. In this type of research there is no interference of the

researcher, he does not manipulate the object of the research.

The experimental research adopts the manipulation criterion or one or more independent

variables (causes), under adequate control so that it interprets and observes the modifications and

the reactions occurred on the object research. In this way, the researcher interferes in the reality,

fact or studied situation through direct manipulation of the variables (Barros & Lehfeld, 2000).

The action-research, the third classified by Barros and Lehfeld (2000) is a type of social research

with the empirical base that is conceived and fulfilled in association with an action or resolution

of a collective problem and on which the researchers and the participants of the situation or

problem are involved in a cooperative or participative ways.

Selltiz and Deutsch (1974) present a classification in three types: i) descriptive studies ii) studies

that verify the casual hypothesis and iii) formulating or exploratory studies.

The descriptive studies considered by Selltiz and Deutsch (1974) have as their objectives to

describing the characteristics of a certain population or phenomenon, stimulate the proportion of

the people of a special population, which maintain certain opinion or attitude; verify the

existence of associations among the variables.

The other type of study considered by these authors is casual, which has its objective to

identifying the factors that determine or contribute for the phenomena to take place; can either

have the objective of verifying the casualty hypothesis.

The third type of study mentioned by Selltiz and Deutsch (1974) are formulating or exploratory

studies whose objective is the formulation of a problem for a more exact investigation or for the

creation of hypothesis.

The research can be classified at a wider level as an exploratory or concluding. The major

objective of the exploratory research is to provide the comprehension of the problem faced by

the researcher. This type of research is used in cases where there is a need for identifying action

relevant courses or get additional data before developing an approach. The concluding research

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has its objective to evaluate concluding hypothesis, as they are used as data for generic decision-

making. The concluding researches can be descriptive or casual.

According to the objectives of this study, it is a kind of an exploratory research as it explains the

progress of the social phenomena, looking for a close familiarity with the problem.

Yet, the core type of research used which has to do with the technical procedures was action-

research, as in this situation, the observer accumulates the roles of the researcher and member of

the organization. In this way, the researcher was fully involved with the object of the research so

that he could conceive, intervene/change the reality and evaluate the outcomes. The principles of

this type of research are of the participating character, the democratic impulse and a contribution

to the social change that characterizes it as an innovating research (Barbier, 1985; Thiollent,

2003).

Barbier (1985) explains that this type of research is aimed at untighting through an analytical

method, a chain of significations/meanings established in an organization. For that, through

praxis the researcher works the social secret structures that contribute for determining the

orientations of a practice and in this way, is able to identify the knowledge and the dynamics

built by different groups involved.

It can be better understood the action research as an action that tries to understand and explain

the praxis of the social groups. Being consensual in different authors that this type of research is

focused on improving the practice (Elliot, 1993; Thiollent, 2003).

Therefore, the action research can be distinguished through its characteristics of knowing and

acting and further studying the outcomes. In this way, the research becomes a permanent

modification process “in reflection spirals and action” where each spiral includes, according to

Elliot (1993):

Elucidate and diagnose a practical situation or problem that needs to be improved

or solve;

Design action strategies;

Apply such strategies;

Evaluate their efficiency;

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Understand a new situation;

Reuse the same steps for a new practical situation.

This research model, on the qualitative approach, is based on the fundamentals of the oral

history, in which the aims of the description and reflection are met on the caption, register of the

gathered information. This procedure was chosen because it best adapts to the type of

information needed for a particular situation of double acting of the researcher. According to

Bogdan and Biklen (1994), this allows evaluating the most direct reaction of the interviewees

towards the problems put in place as well as understanding in a more consistent way their

options. Moreover, fulfilled all the five main characteristics of a qualitative research, the specific

objectives predicted/expected in this study would be reached. In this regard Bogdan and Biklen

(1994:43) consider that:

The direct source of the data is the natural environment and the researcher, the main

instrument, going to the place of study and familiarizing him/herself with it, creating self-

interest by the context and the relationships with the individuals.

The research is descriptive in a way that the words, images, scenes, environments,

episodes, situations, thoughts and depositions are minutely described;

The researchers withholds more on the process than on the outcomes and products,

seeking for causes, the origins, the history of the behaviours, actions and thoughts

expressed by the investigated individuals, trying to understand what interferes in those

thoughts and actions and how these can be translated into activities and daily interactions;

The data analysis in processed in an inductive way, that is, not always the data is got for

proving hypothesis previously built which very often emerge from the proper data;

The meaning is of fundamental importance as it is given through the process of pursuing

for an understanding of the phenomena that occur in a certain context, institutions or

community.

Richardson et al. (1999) comment that method in research means the choice of systematic

procedures for the description and explanation of the phenomena. The author classifies the

methods as qualitative and quantitative.

One of the methods presented by Malhotra (2001) for exploratory research and selected for this

study is the qualitative research. The choice of the qualitative method is justified by its

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humanistic motive, which is important in the understanding of the social reality and above all by

its affinity with the changeable nature of the social world (Filstead, 1986). The humanist

principles of this method (Serrano Pérez, 1994) were a strong argument for the design of this

study. This research helped itself with the primary data for its execution. The primary data were

generated by the researcher with a specific objective of solving the problem in place. The

qualitative research provides a better vision and understanding of the context of the problem

while the quantitative research, as a complement, quantified the data and applied some statistical

analyses. Bogdan and Biklen (1994) explain that the qualitative and quantitative approaches can

be complementary and that in some studies this is desirable. For example, using the descriptive

statistics and presenting itself together the interpretation of the qualitative data. This type of

option is called methodological triangulation.

For Minayo (1994) the relationships among the qualitative and quantitative approaches

demonstrate that:

"The two approaches are not incompatible and can be integrated within the same project;

a quantitative research can conduct the researcher to the choice of a particular problem to

be analyzed in its whole complexity through methods and qualitative techniques and

vice versa; the qualitative research is the one that better coadunates to the knowledge of

particular situations, specific groups and symbolic universes.

From the epistemological point of view, infers:

that the whole social knowledge (quantitative or qualitative) it is only possible by cut,

reduction or approximation;

that the whole reduction and approximation cannot lose the view that the social is

qualitative and that the quantitative is one of its forms of expression;

that, on place of operating, the quantitative and qualitative approaches have a meeting

point be it on the theories as well as on the methods of analysis and interpretation" p.32.

There are potentialities in the articulation of quantitativist and qualitativist postures. For Minayo

(1994)

"The contribution of the qualitative approach for the social understanding can be

explained as theory and method. in terms of theory, it allows to develop social

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processes that are still not well-known, particular groups and social expectations

in the higher degree of complexity... whereas method is characterized by

empiricalness and systematization, the qualitative approach favours the

construction of instruments established in the perception of the social actors,

becoming in this way, valid as a source for the establishment of indicators,

indexes, typologies and hypotheses. besides that, it allows more plausible

interpretations of the quantitative data, supporting the elimination of the

uncertainty that slips up by operationalization of the theoretical models designed

far from the situations empirically observable." p.30 e 31.

Merton and Kendall express the same sentiment when they say, “Social scientists have come to

abandon the spurious choice between qualitative and quantitative data: they are concerned rather

with that combination of both which makes use of the most valuable features of each. The

problem becomes one of determining at which points they should adopt the one, and at which the

other, approach” (Merton & Kendall, 1946 cited by Cohen at al, 2000:45).

The knowledge of some proper characteristics of the qualitative perspective becomes

fundamental for a better understanding of the methodological positioning which was adopted in

this study. Such characteristics are:

a) The qualitative research must not be understood as a set of techniques but as an

approach for the study of the social phenomena (Morgan & Smircich, 1980);

b) Researchers that follow this orientation are concentrated on understanding the

meanings built by the people, understanding how the individuals understand their

world and the experiences that they live (Merriam, 1991);

c) These researches start from the wide questionings that are being defined

according to the moment the studies develop themselves (Chizzotti, 1991), that is,

they have a flexible project (Taylor & Bogdan, 1998) and emergent as the

researcher does not know for certain all the people that will be interviewed and

even all the questions that will be made (Merriam, 1991);

d) A qualitative study is very descriptive and is not concerned with proving the

theories. This means that there are no hypotheses to be tested (Merriam, 1991);

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This study also used the Focus Group technique to be able to know the 2nd cycle of general

secondary education natural sciences and mathematics teachers´ opinion and evaluate the post

graduation course that is delivered in virtual learning environments.

For Krueger and Casey (2000) the Focus Group technique is considered a scientific research

because it is a process that is research disciplined, systematic, sequential and verifiable.

4.4 Research steps

The fluxogram of the methodological procedures used for the prosecution of the main objective

of this research is presented in four steps. The first step was aimed at diagnosing the situation of

use of ITCs by the teachers of natural sciences and mathematics of the second cycle of general

secondary education.

The second step was aimed at adaptation and implementation of a module of a Masters course in

virtual learning environment for in service teachers of natural sciences and mathematics.

The third step had to do with the presentation of a reflection about the practices and reflection

practices in training. The researcher in this step was concerned with presenting several

understandings of the reflection concept and its content, the conditions needed to the

development of this process, its role in the teacher´s practice and the characteristics of the

reflexive teacher. Lastly, there are some models of the reflexive practice based on the

relationship between action and reflection.

The fourth step was aimed at evaluation process of a module of a Masters course in virtual

learning environments for natural sciences and mathematics in service teachers.

The figure 4.1 presents the fluxogram of the methodological procedures used for the prosecution

of the main objective of this research, organized in four steps.

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Figure 4.1: Methodological procedures of the research

IDENTIFICATION OF THE PROBLEM

DEVELOPMENT OF THE OBJECTIVES

PRODUCTION OF THE RESEARCH QUESTIONS

TECHNIQUES FOR DATA COLLECTION

• Inquiries through Questionnaire

• Documental research

• Research diary

• Reports

• Assystematic observation and

participants

• Interviews

• Research diary

• Inquiries through Questionnaire

• Course analysis virtual learning

environments

TECHNIQUES FOR DATA ANALYSIS

• Selection, • categorization, • tabulation and

• qualitative analysis of the categories • use of SPSS

Diagnose the situation of ICTs use by the teachers of maths and natural sciences in the GSE

Reflect on the organization of the

masters course in VLE for mathematics and natural

sciences in- service teachers

Reflection about the practices of the reflection on training

FINAL VERSION OF THE

FINDINGS/RESEARCH

STEP 03

STEP 02

STEP 01

STEP 04

Evaluate masters courses in VLE for mathematics and natural sciences in-service teachers

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After the second step had taken place, there was a confrontation of the outcomes got with the

data resulting from the first step of the model. In this way, there were objective conditions

created for the researcher to have an available field for a reflection about the practices and

reflection practices in training, consubstantiating in this way the fulfilment of the third step. On

the other side, the study pursued to reach the suggested objectives, namely:

Diagnose the level of use of information and communication technologies among

the teachers of natural sciences and mathematics of the second cycle of General

secondary education;

Reflect on the organization of the post graduation course for natural sciences and

mathematics teachers of the second cycle of general secondary education to be

delivered via distance education, in virtual learning environment, in e-learning

models 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);

The objective i) 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, was accomplished throughout the discussions raised in chapter 5. It was felt that being

able to reach the pre established specific objectives, the general objective of this research, which

has to do with the investment in the improvement of teaching in the classroom through natural

science and mathematics continuous teacher training of the General secondary education, based

on the virtual learning environments would be reached.

4.5 Population and sample

The population of the study was built by all the teachers of the second cycle of general secondary

education of the country. The research was fulfilled with 265 natural science and mathematics

teachers of the second cycle of general secondary education, covering the whole country whose

names are kept secret, for ethical reasons. The sample was selected by convenience to explore

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the facilities the researcher had to be able to get the group about which the study would rely on.

It is a non-probabilistic sample “a sample built according to the explicit choice of the researcher.

It is the case of a typical sample in which and from the needs of the study, the researcher selects

the cases thought to be example or typical to the target population or part of it” (Laville &

Dionne, 1999:170).

Table 4.1: Data Gathering Matrix

Instrument

Natural sciences and mathematics teachers of the second cycle of general secondary education

Cab

o-D

elga

do

Nia

ssa

Nam

pula

Zam

bézi

a

Tete

Man

ica

Sofa

la

Inha

mba

ne

Gaz

a

Map

uto-

Prov

ince

Map

uto-

City

Questionnaire 04 00 20 27 20 10 07 31 55 33 58

Focus Group - - - - - - - 04 10 07 07

Interview - - - - - - - - 2 2 1

Research diary - - - - - - - - - - -

This is a relatively small sample taking into account the number of natural sciences and

mathematics teachers that the country has, but according to Bogdan and Biklen (1994), in the

qualitative research the methods for gathering the data lead to an intensive work as the objective

is to get the responses and explanations through deep exploration of issues under investigation,

contrary to quantitative research in which the researchers use bigger samples with the objective

of generalizing the research outcomes.

4.6 Data gathering: method and instruments

According to Merriam (1991), in a qualitative research, besides working essentially with the

process, that is, the way how the phenomenon appears and the justification of its occurrence,

there is also a major concern with the meaning that the participants give to their experiences, and

it is assumed that this attribution of meanings is measured by the perception of the proper

researcher. In this way, the researcher him/herself is the instrument of data gathering, sensitive to

the context and he is able to adapt the gathering techniques to situations that are appearing.

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The objectives and the design of the research are basic elements for the definition of the

techniques for information gathering. The nature of this study requires instruments that are

capable of keeping the decisive respondents’ characteristics. For that effect, the researcher

decided to use the questionnaire, the profound interview and the Focus Group. These techniques

were also associated wit the research diary and with the critical examination of the materials

produced by other intervenient in the process of the establishment of a platform of distance

courses and by the virtual learning environments in Higher Education Institutions. This

triangulation strategy allowed the data progress, giving consistence to the study.

The researcher decided to formulate the questions to the questionnaire and the profound

interview following a sequence to avoid unnecessary reflection changes that would consequently

mislead information. In this way, he ordered the questions following interest blocs to facilitate

the reflection and provide a certain mental comfort to the informer. The questions were designed

based on this typology: opinion, knowledge, experience and feeling.

The researcher decision about carrying out profound interviews was particularly due to the

advantages that the interviews provide to qualitative studies. The interview is indicated for

“gathering data described in a proper subject language” (Bogdan & Biklen, 1994:134), allowing

the researcher to develop intuitively an idea about how the subjects interpret the situations they

live. Besides building an important process of data gathering of a more individual nature, like

thoughts, feelings and opinions, the interview is a suitable means when one wishes to get

information about past events (Merriam, 1991). In this way, this technique enabled: (i) to get

meaningful responses; (ii) the flexibility and profound information; (iii) the reflection about

certain information and (iv) to listen to histories and discovery of feelings (Cf. Hayman, 1991,

Walker, 1989, Wittrock, 1989, Woods, 1995). There were, in fact, advantages derived from the

fact that the interviews were a way of an interpersonal communication provoked by the interest

of obtaining information through the dialogue (Morin, 1995). In fact, the interviews converted

themselves into excellent and profitable opportunities to amplify the researcher’s knowledge

regarding to an imagination of the teachers involved in projects of the continuous training.

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4.6.1 Data gathering

The qualitative methodology was consubstantiated by techniques that the researcher wanted to

use in the development of the research, that is: the research diary, the reports, the interviews,

observations and the questionnaires. These techniques were also associated with the critical

exam of the materials produced by other intervenient in the process of the establishment of a

platform of the e-learning courses in IHE. Such triangulation strategy allowed the researcher to

give a progressive data valorization, giving consistence to the acquired outcomes.

From the researcher´s point of view, this was the most important step of the study. It is clear that

in this opportunity the researcher exhibited the objectives and purposes of the study and asked

for collaboration of all selected informers.

The access to the field and the most considerable part of the sources were facilitated by the

Ministry of Education and Culture of the Republic of Mozambique through the National

Directorate of the General Education. Associated to the accessibility criterion, the researcher

used a method called snowball, that is, established contact with trusted people that established

other contacts with people that could respond to the questionnaires of the research. This form of

collaboration was a deciding one for the establishment of contacts in the field that enabled the

empirical study to come true. The empirical study concluded from the telephone calls, e-mails to

school visits of the selected schools, as well as all the technical procedures to get as much

information as possible. The informative observations carried out in the classrooms in some of

the researched schools helped in the enrichment and profounding of the knowledge of the reality

of the natural sciences and mathematics teachers of the Second Cycle of the General Education,

throughout the national territory. The informal conversations in the corridors of the researched

schools were important alternatives to amplify the perceptions and knowledge about expectations

of the respondents. There is no doubt that these contacts were rich, productive and they had a

relevant role in the interpretation of the gathered information through questionnaire and focus

group.

The empirical study took place from December 2008 to March 2010, following the chronogram

previously defined and presented in the research proposal.

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Research diary. The research diary is one of the most important instruments of this study and it

was an instrument in which the researcher kept the notes that he used to write while observing

daily. These notes showed “the written picture of all that the researcher heard, saw, experimented

and thought in the gathering process and reflecting about the data of a qualitative study” (Bodgan

& Biklen, 1994:150). The research diary represented an important source of data and helped the

researcher to “follow the development of the project, to see how the investigation plan was used

by the data gathered and becoming conscious on how he was influencing by the data” (p. 151).

Reports. These were produced by the administrator of the e-learning system of Higher

Education Institutions where they reflected about its achievement, the reaction that manifested

the type of work, the strategies and the difficulties faced. The analysis of the reports was an

opportunity for a request for a deeper thinking about the practical procedures of the administrator

of the e-learning system, problematizing several aspects emerging from such experience, review

ideas and move with new perspectives.

Interviews. One of the characteristic aspects of this study was the importance that the researcher

gave to the natural sciences and mathematics teachers’ perspective, which, was obtained

essentially from their speech. In this way, the interview (Appendixes C and D) had an important

role to play as it was used for gathering descriptive data on the language of the proper subject,

allowing the researcher to develop intuitively an idea about the way the subjects interpret the

teaching aspects of the natural sciences and mathematics in the Second Cycle of the General

Education itself.

The interviews were built as an additional and complementary instrument to the use of the

questionnaires for the advantages that have already been mentioned. All the interviews were held

in the working environments of the interviewees, situation that influenced in the quality of the

information towards their trust, of the climate of tranquility provided by the data and the physical

space dominated by the interviewee. For the success of the information gathering there were two

basic procedures used: the recording of the interviews on a digital support and the manual

register of the declarations of the interviewees by the researcher. During the interview the

researcher was attentive to the understanding of the interviewees’ speech and when something

seemed less clear he asked for clarification. At the end of the interview there was also a

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consultation with the interviewee to know if he or she wanted to clarify, review, omit and deepen

certain aspects.

At the end of each interview, the researcher used the analysis procedures to reflect about the

relevance of the information and to facilitate the transcription of the recordings in a digital

support. In this first phase, that can be called the acknowledgement of the information, the

researcher acted according to some recommendations from Cicourel (1982). Even following

these recommendations, there was no identification of the problems related to the relevance of

the information, very often, inevitable in the interviews for being a human interaction. Truly, the

researcher was attentive to these criteria designed by this author: quality, coherence, deepening

of the responses and uncertainty in the meanings.

The interview for being a social interaction is an activity that takes place in the territory of

different forces, an example of the affective and social psychologists (Morin, 1995). Regardless

of the advantages offered by the interview, the researcher was attentive to the psycho affective

nature of this resource that according to Morin (1995) it is an aspect that can compromise the

information and bring about problems, an example of falsehood and distorting of information.

This author recalls the debate about the validity of information, mainly because the interview is a

fundamental technique in a word. Even being a risky resource, expressive and revealing also can

be doubtful by the fact that it relies on speaking. To avoid this problem, the researcher was

throughout the interviews reflecting with the interviewees their declarations to avoid future

distortings and falsehood of the information.

Technical application of the focus group. The development of the computer assisted

communication and of the digital networks promoted new forms of the collective intelligence,

more flexible and democratic, which are fundamental in reciprocity. The virtual

deterritorialization, mainly with the Internet, has brought about new communication device of

collectivity called "all-all communication" (Lévy, 1996:112).

This type of communication is characterized by the enthusiasm about the Internet, sensation is

about the fact that it enters in a common brain, making part of an interior chaos, make a set of

changes, participate in changes of the collective intelligence, which self-criticises without

hierarchization.

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The focus group is a qualitative research technique made up of small groups of people that meet

to discuss a specific topic. Normally, there are six to ten people that very often do not know each

other, and discuss a certain theme, problem or a defined service. There is also a moderator

participating, whose task is to put the issues on the schedule and an observer. Different from

other techniques with groups and interviews, the interaction of the group is also a research data

to be considered and not simply a process of questioning and getting responses. The purpose of

the focus group is to generate ideas, opinions attitude and perspectives.

Through the use of new technologies in the academic-scientific activities, specifically the

Internet, there was a possibility for the respondents and the researcher to communicate through

e-mail, lists and discussion groups, via skype, substituting part of face to face conversations,

besides being used for data gathering for the research. The application of the focus group

technique can also occur through the Internet, as the qualitative studies gave priority the

researches carried out on a natural setting, that is, on the proper subjects environment. The

researcher goes to the users environment that can be, for example, their offices, their personal

computers.

Chase and Alvarez (2000) compared the process involved in an electronic form with the face-to-

face way of the focus group and their application in the science and information area. They

verified that the most significant differences were: the data of the analysis are uni-dimensional

(the text only), while on a face to face basis non verbal observations are also taken into account;

the data gathering is immediate, requiring the transcription of the recordings; depending on the

skills of the individuals in typing texts with speed; the expressions are limited to texts; and the

discussion can be lost easily due to lack of a face to face participation.

For O’Connor and Madge (2003) the silence occurring in meetings is difficult to be interpreted in

an electronic group, as well as there are difficulties in the definition of the order of the

collocations, that appear according to the speed in which the phrases are typed and sent. The

return not always appears in a sequence.

Clapper and Massey (1996) point the loss of non-verbal expressions as the major disadvantage of

the use of focal electronic groups. However, the despite the fact that the moderator and the

participants are not face to face, an environment can be created where all feel free to give their

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opinions, as they know they will not be intimidated by the expressions, voice intonation, clothing

and look from other people. The other disadvantage can result from the subjects that do not feel

confident because they are typing texts and the information is being registered and evaluated.

For the current research of the qualitative nature, the researcher chose, yet, the use of the focus

group technique, which was carried out on the Internet, through chat-rooms, as they are known.

For the selection of the participants, there were heterogeneity considerations on the geographical

origin regarding the professional category of those users in the virtual learning environments as

there has been proposed to work with a specific teacher´s group while teaching.

For the viability of the remote meetings of the focus groups it was decided to use the Internet

Relay Chat for being a free of charge program, of simple and fast manipulation in the

visualization of the responses.

The opinions of the participants were registered in an electronically file of the chat-rooms and

analyzed afterwards by the researcher that assumed also the role of the moderator in the meeting.

The observer of the discussions was one of the students of the graduation course, with experience

in the contact with the users via electronic mail that registered the subjective aspects of the talks

like: time and sequence of the responses, security expressed by the participants, among others.

There were no symbols used that express feelings on the Internet, known as emoticons, because

not every tool used provided such resource. Although it is an expression that the participant

wants to transmit and not the one that has been observed, these symbols could help in the

analysis of the information.

According to the period limit suggested by some authors (Cf. Chase & Alvarez, 2000; Crowley,

1996), the time for the duration of the meeting was of 60 minutes.

For the treatment of the data, there was data content analysis techniques used in an exploratory

approach based on the works of the qualitative research.

Based on the recommendations from Carlini-Cotrim (1996) for the analysis of data of the focal

group there was a need for verifying the responses through textual quotations of the group

participants, which illustrates the major analysis findings, and there was also an observation on

the repetitions, non repetitions or the absence of explaining categories of the discussions as well

as their respective contexts.

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Finally, the outlet from the field took place after the end of the research procedures and of

course, after the review of the information that allowed the researcher to analyze the gathered

material without needing to consult the interviewees again.

Observations. The observations carried out on the scope of this study relied mainly on the

achievement of several intervenients of the Distance Education based on e-learning, in the

development tasks of the teaching-learning process and the respective support to the learner, as

well as the evaluation methods, that is, the pedagogical management of the courses. The

researcher assumed the role of observer - participant during these observations. The outcomes of

these observations were equally being noted on the research diary.

Questionnaires. These instruments were the major source for obtaining information because

they were applied to all teachers of the sample. In this way, they were the basic source to the

access of information and for the knowledge of the teachers´ imagination of the selected sample.

The questionnaire (Appendix A) was filled in by the natural sciences and mathematics teachers

of the Second Cycle of the General Education, after a brief explanation of the meaning of each

section. After bringing back, the researcher started with the preliminary analysis of the

instrument for the acknowledgement of the possible incorrections. This procedure facilitates the

recovery of some data including the deepening of information.

The questionnaire allowed to obtain data from a set of pre-determined questions to the sample. It

was, however, a set of structured expressed questions in paper, aimed at exploring the opinion of

the people to whom it was addressed. The researcher used in this study the questionnaire mainly

the closed questions type. This kind of questions have advantages as they are able to conduct the

reactions of the inquired people to some categories that are easy to interpret. Some of the

questions were built to allow the evaluation of the attitude and opinions that were aimed at

having the quantified and direct knowledge of the behaviour of the subjects. The attitudes and

opinions had as their objective the graduation of the respective intensity, allowing the ordering of

the individuals throughout a scale. Since these techniques are criticized by their subjective

character and by the absence of a standardized measure, scales of attitudes and opinions (Likert)

were also used with the objective of overcoming such subjectivity through the use of a pre-built

system of propositions under which the participants took position.

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4.6.2 Quality of information

By being a work of the qualitative nature, the debate about the credibility of the outcomes is

replaced by the triangulation of the information sources. In this study, the information was

provided through questionnaires, deep interviews, focal groups and informal observations. The

purpose was to obtain a set of relevant information for this study and at the same time contrast

itself; the researcher wants to say that the outcomes of this study refer to a specific reality,

particularly, because they are opinions from a social group of a specific context that provided

information.

4.7 Validity and reliability of the instruments

The current study involved the use of the inquiries per questionnaire as well as profound

interviews. Two major aspects were associated to these instruments, namely: the reliability and

validity.

The reliability is an expression of consistence of the outcomes throughout the time. Reliability

means precision of the measuring method and it can be checked through consistence analysis or

stability of such method. A reliable method (test or a measuring instrument) must not produce

meaningfully different outcomes, if it is repeated on the same individual.

A test or a measuring instrument is valid if it is able to translate the greatness that needs to be

measured in a correct way. For example, the number of the years and months of the life of a

person is a valid measure of his or her age, the same cannot happen if we use his or her posture

to measure age.

While reliability is related to the consistence or stability of a measure, the validity is related to its

truth veracity. A measure can be very reliable (precise), but it can also be wrong and therefore

invalid. This is to say that reliability does not imply validity but it is a requirement to evaluate

the validity. That is, for a measure to be valid it must beforehand be more reliable. Consequently,

one must first of all evaluate the reliability of the instruments (or methods) of measurement, and

after that evaluate their validity.

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4.7.1 Reliability

There are several factors that influence the reliability of a method. For example, the person on

whom the measures are being made can have different reactions day after day. On the other side,

the method can only measure a part of the phenomenon of the interest and not serve for

characterizing the global form of the phenomenon.

There are several ways for checking the reliability of a method:

1. The same test or measurement can exactly be repeated with the same individuals and

compare the outcomes. This process is called test-retest.

2. There can be two tests or measurements supposingly equivalent and the outcomes

compared.

3. The tests or measurements can be subdivided into two equivalent parts (not always

possible) and examine the consistence of the outcomes in those parts. This process is

called split-half reliability.

There are basically two processes to quantify the reliability of a test or measurement:

1. The first is aimed at evaluating the viability of the measurements after their repetition

on the same individuals. The mostly used variability measurement is deviation measurement.

However, the same test or measurement is rarely used to the same individuals repeated times so

that there is estimation of the standard deviation. In this way, there are methods developed to

enable to obtain these estimations without having to repeat the same tests or measurements for

the same individuals;

2. The second and the most common consists of the calculation of the reliability of the

coefficient from the repeated measurements or comparisons split-half. Typically, based on the

two measurement sets (or because the same test was used twice on the same individual or

because the test was divided in two parts) there is a calculation of the correlation coefficient,

which is suitable to the type of such measurement.

A measurement can then be reliable if the standard deviation is reduced or if the reliability

coefficient (correlation) is raised. A form of reliability that very often is evaluated is called inter-

observer reliability (inter-observer reliability or inter-judge reliability). In this case there is a

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need for checking if different observers (evaluators) by using the same measurement methods

(tests or measurements) obtain the same consistent outcomes. It is a particular case of reliability

described above.

In this study, the reliability was ensured with the use of three forms of checking the reliability of

a method described above, namely: the test-retest, the use of two tests supposingly equivalent

and comparison of the outcomes as well as the split-half reliability.

4.7.2 Validity

The validity of a test (or measurement instrument) is not simple to check in most of the

situations. In general, it can be said that the more direct the form to measure a phenomenon in

cause the more valid will be the method used. For example, if there is an observation of what the

person eats during a meal one can get a more valid measure more that the consume of calories

than having to ask him or her afterwards what the person has eaten. To have valid measures it is,

however, convenient to consider different measurement methods and evaluate their comparative

validity. Unfortunately, and because it is difficult to evaluate the validity of the methods, most of

the times the validity is assumed till ones proofs wrong.

Schweigert (1994) distinguishes three types of validity: (criterion validity), (construct validity)

and (face validity). It is noted, however, that this classification is not the only one and there are

other forms of categorizing the types of validity of a method (Cf. For example Ventri &

Schiavetti, 1986).

1. The validity of a criterion is a degree with which a measurement method is correlated

with other methods already established for the same phenomenon. There are two types of

criterion validity: predictive (predictive validity) and concurrent (concurrent validity).

1.1 The predictive Validity is a degree with which the result of a test (or measure)

predicts the future behaviour of an individual. For example, the result of an intelligence test can

predict the school success of a child. If we keep the results of the intelligence test and if we

correlate them with the school results got afterwards we can have an idea of the degree of

agreement of the two measures. In general, for the evaluation of a predictive validity method it is

necessary to conduct a parallel study where there are kept some of the phenomenon measures

and presay whether they correlate with other measures got directly after they occur. This requires

102

temporal availability (there is a need for waiting for the phenomenon to occur) and availability of

the experimental units aimed at this ending.

1.2. The concurrent Validity is a degree with which a new method is correlated with the

existing one and considered valid.

2. The conceptual validity is related to the measurement method of a concept (or

phenomenon). If a method is aimed at measuring a certain concept, then it must correlate itself

with other existing methods for the same concept. However, if the researcher concludes that the

method also correlates with the measurement methods of other concepts that are not considered

related to the concept in place, then it is necessary to be careful with what in fact is being

measured.

3. The face Validity has to do with the degree with which the method seems to measure

what in fact is aimed at measuring. For example, an exam about Mozambican literature will have

strong face validity if it is based on the excerpts of the Mozambican literature. This type of

validity seems to be what has less importance in a scientific research. This happens because a

method can have a raised face validity and therefore, not have any type of validity or reliability.

On the other side, a method may not have face and however, be very valid and reliable.

Regarding the enquiries, it is common to have participants requiring some type of face validity

under the risk of not responding to the inquiry by thinking that it has nothing to do with the issue

in place.

From what the researcher has just described, it can be concluded that to measure most of the

concepts of validity there is a need for using association measures (or correlations) such as the

proposals for measuring reliability.

We can also find the concept of validity associated with the observational studies (instead of

tests or specific measurement instruments) and in this case, it is necessary to classify the validity

in two types: internal and external.

The internal validity depends on the capacity of the study to respond the initial proposed issues.

It measures to what extent the outcomes of the study are product of the variables that were

selected, observed and measured and not the result of other variables that were not dealt with.

The external validity measures to what extent the outcomes got by the study can be generalized

for other situations with other individuals.

103

A study can have internal validity and not have external validity. A study that does not have

internal validity can never have an external validity.

For that effect, in this study, besides the control of the researcher (external validity) there was a

need for involving other colleagues and experimental inquirers, teacher from Higher Education

Institutions in the process of validation of the methodological instruments used (external

validity). With this measure, the researcher tested the instruments with the natural science

teachers in Maputo city and Xai-Xai. This activity had a major role especially for the evaluation

of the problems and virtues of these instruments, for example, the clearness of the language, the

pertinence of the questions and other elements. In this way, the researcher considered the

recommendations from Cohen et al (2000) about the cares with the linguistic expressions that are

less familiar to the informers, mainly by the cultural differences between the researcher and the

interviewees. The analysis made by the experimental respondents was very important to

approach the questionnaire to the reality, to make it more attractive and able to facilitate its

interaction with the interviewees. In this way, it was useful for obtaining decisive information

about the thought of the teachers. The instruments were designed taking into account the

objectives of this study. For that, after the first script and after some suggestions for change, the

questionnaire and the interview were re –structured taking into account their pragmatic

dimension and the need to reach a consensus around to the objectives of the study to evaluate

(face validity) (Dane, 1990). From the comments and observations on the experimental

respondents generated the version of the most suitable instruments to the objectives of this study.

This process of validation of instruments and agreeing with Ketele e Roegiers (1999), ensured

the researcher to what he aimed at gathering with the information.

4.8 Ethical Issues

“Even with the considerations related to the informed consentment and protection of the human

subjects, as much as they are traditionally formulated, they are not very suitable to the qualitative

approach, the ethical issues are obviously of interest” (Burgess, 1984 cited by Bogdan & Biklen,

1994:76).

104

In this way, to fulfill the inquiries by questionnaire and interviews, the researcher was always

concerned with verifying the availability of the participants through a previous contact where the

following diligences were observed:

Inform the respondents about the outcomes that were expected with the fulfilment

of the inquiry and the interview;

Explain the reason why there was a selection, and letting them know the

importance of their contribution for the study that was aimed at developing;

Inform the respondents about the duration that was expected for the fulfillment of

the inquiry or the interview and negotiate with them, the exact time and the place.

Taking into account that the profound interviews were held with focal teacher groups, the

researcher considered that is was not very important to move the respondents from their natural

setting, that is, the proper subjects’ environment. The researcher went to the user´s environment

that was in this case their offices, their personal computer or their school. This situation allowed

understanding their language and their codes.

During this process, there was a guarantee that they were going to be kept anonymous and the

confidentiality of the outcomes that this research would produce through non-revelation of the

participants’ identity. Besides, Bogdan and Biklen (1994:75) defend that:

Two issues dominate the current panorama on the scope of ethics related to the research

with human subjects; (i) the informed consentment (ii) and the protection of the subjects

against any type of damages. Such norms try to ensure the following:

• The subjects offer themselves freely to adhere to the research projects, knowing

the nature of the study and the danger as well as responsibilities involved.

• The subjects are not exposed to higher risks to the gains that rise afterwards.

On the other side, Cohen et al (2000:245) states “the questionnaire will always be an intrusion

into the life of the respondent, be it in terms of time taken to complete the questionnaire, the

level of threat or sensitivity of the questions, or the possible invasion of privacy. Questionnaire

respondents are not passive data providers for researchers; they are subjects not objects of

research. There are several sequiturs that flow from this”.

105

These authors provide a long list of factors that have an impact in all stages of the use of the

questionnaire. In this way, Cohen et al (2000: 246) refer, among other factors that the

involvement of respondents in the research is likely to be a function of:

“…the potential of the research to improve their situation (the issue of

beneficence);

…the degree of threat or sensitivity of the questions (which may lead to

respondents’ over-reporting or under-reporting);

factors in the questionnaire itself (e.g. its coverage of issues, its ability to catch

what respondents want to say rather than to promote the researcher’s agenda), i.e.

the avoidance of bias and the assurance of validity and reliability in the

questionnaire – the issues of methodological rigour and fairness. Methodological

rigour is an ethical, not simply a technical, matter (Morrison, 1996c), and

respondents have a right to expect reliability and validity;

the reactions of the respondent, for example respondents will react if they

consider an item to be offensive, intrusive, misleading, biased, misguided,

irritating, inconsiderate, impertinent or abstruse”.

4.9 Research respondents´profile

In this section, the researcher proposes with the use of the statistical SPSS package, recover and

analyze some basic information for the design of the profile of research participants. The speech

and the imaginary of the individuals are not aleatory or artificial contents but the result of a

personal and professional trajectory.

The selection of the participants of the research, generally, is a procedure that identifies itself

more with the objectives of the research than to the circumstances of life of the participants.

Starting from this, there is a justification of the characterization of the participants of this study

with the important item in the process analysis and the understanding of the information, meanly,

by the entailment between the personal and professional history of the individuals that provide

the information.

The participants of the research are people with higher training that are fulfilling tasks in the

teaching-learning process of the natural sciences and mathematics in the Second Cycle of

106

General Education. According to Gronroos (1988) and Parasuraman (1994), the quality of

services is measured in the end of a process, that is, the outlet of a product. In this way, the

participants of this research were people of the outlet of the process, that is, people that at a

certain time of their professional career had attended an initial teacher-training course. The level

of training of the participants of this research can be seen on the table 4.2.

Table 4.2: Participants´Academic training

The age group of the participants of the research varied according to the figure 4.2.

Figure 4.2: Age group of the participants

Educational degree

26 9.8 9.8 9.850 18.9 18.9 28.7

184 69.4 69.4 98.14 1.5 1.5 99.61 .4 .4 100.0

265 100.0 100.0

Grade 12BachelorGraduatedMasterPhDTotal

ValidFrequency Percent Valid Percent

CumulativePercent

Age group

.8%

24.9%

35.8%

38.5%

> 50 years old

41 - 50 years old

31 - 40 years old

20 - 30 years old

107

In terms of gender, the participation in the study was more male (81.9%), what is a contradiction

with the literature data that advocate more women participation in education (Cf. Figure 4.3 as

well as Table 4.3).

Figure 4.3: Distribution of the participants per sex

Table 4.3: Distribution of the participants per sex and per country region

81.9%

18.1%

Male

Female

Sex * Country Region Crosstabulation

36 5 7 4875.0% 10.4% 14.6% 100.0%20.3% 7.8% 29.2% 18.1%13.6% 1.9% 2.6% 18.1%

141 59 17 21765.0% 27.2% 7.8% 100.0%79.7% 92.2% 70.8% 81.9%53.2% 22.3% 6.4% 81.9%

177 64 24 26566.8% 24.2% 9.1% 100.0%

100.0% 100.0% 100.0% 100.0%66.8% 24.2% 9.1% 100.0%

Count% within Sex% within Country Region% of TotalCount% within Sex% within Country Region% of TotalCount% within Sex% within Country Region% of Total

Female

Male

Sex

Total

Southern Region

CentralRegion

NorthenRegion

Country Region

Total

108

The average age of the participants was 34 years. If there were major differences in the

participants´s opinions, one possible explanation would be the age factor. On the other side, for

not existing wider differences between the expressed opinions by the participants, the age factor

can be shown for this type of project not to flow in a meaningful way on the participants. At the

same time, the age relatively homogeneous among the participants of the research, provided a

more pacific discussion about the issue, as one of the cares mentioned previously on how to

select the participants of the sample was fairly the homogeneity among the participants regarding

the age and academic training. The quality of the sample selected is shown on the figures 4.4, 4.5

and 4.6.

Figure 4.4: Professional Category of the participants

Professional category

14.0%

19.6%

66.4%

N3 Teacher

N2 Teacher

N1 Teacher

109

Table 4.3: Distribution of the participants per Professional Category

Figure 4.5: working time of the participants


176 66.4 66.4 66.452 19.6 19.6 86.037 14.0 14.0 100.0

265 100.0 100.0

N1 TeacherN2 TeacherN3 TeacherTotal


CumulativePercent

In service for

17.0%

14.7%

29.8%

38.5%

More than 20 years

11 to 20 years

5 to10 years

Less than 5 years

110

Figure 4.6: Distribution of the participants per sex and per country region

The professional category (Cf. Figure 4.4) and the working time (Cf. Figure 4.5) of the

respondents provided more consistence of the results got because of, in part, the powerful

internal control of the quality of the participants on the study permanently exercised by the

researcher.

A common characteristic to all participants was the fact that all were directly involved, in their

professional activity, like the learning/teaching process and the opinions given were probably

experimented in their daily work. This characteristic is according to one of the five

characteristics of the review of the literature about Focus Group - homogeneity of the group.

One of the factors that lead to this homogeneity is to how the living of each participant has a

relationship with the object of the study. In this way, the issues related to the representativeness

of the sample of the study were ensured beforehand.

Sex

MaleFemale

Cou

nt

160

140

120

100

80

60

40

20

0

Country Region

Southern Region

Central Region

Northen Region17

59

141

36

111

Chapter 5

This chapter is aimed to presenting and discussing the findings of the field research which enabled

the realization of the first phase of this study which consists in diagnose the situation of Information

and Communication Technology’s use by the teachers of maths and natural sciences in the general

Secondary Education in Mozambique.

The empirical study was an opportunity to get in touch with the reality and became a sort of frontier

between the theory and practice, specially, because the instruments and research theories do capture

other dimensions that are not possible to capture through bibliographical revision. The empirical

work was, with no doubt, the phase where the researcher had the opportunity to identify and

analyze social representations of the subjects of this study.

The opportunity to contact the reality helped the researcher to effectively recognize the object of

study and reflection possibilities about it. Approaching the reality enabled to identify possible

connections that the researcher could, truly, establish between theory and reality.

5.1 Presentation and analyze of results

In the following section are presented the results of focus group discussions with teachers of math’s

and natural sciences in the general Secondary Education in Mozambique. After this, questionnaire

results are discussed as well as interviews results obtained from a part of sample, object of this

study. Finally, there is a brief conclusion based on the interaction between the researcher and senior

staff of an institution of higher education in charge of teachers’ initial training course.

5.1.1 Results of discussion with focal groups

The focal group technique via the Internet pointed out negative and positive aspects related, which

are described below.

One of the difficulties encountered was the limited availability of chat rooms of free access and

restricted to small groups normally open to the entry of unknown persons, making the guidance of

112

the group harder in some ways. Before the definition of the chat room other tools were tested in

discussion forums, but the result was not favorable to meet the proposed objectives.

Another difficulty was the unavailability of this technology in the selected schools, what required a

local computer specialist to conduct the installation of the software, which is free.

Another aspect to be observed and that hindered the participant's membership to the online group is

the amount of information required for the registration and use of chat rooms. The focus group

meeting took place without major surprises, involving 11% of the sample covered in the survey

(See Table 4.1), and comprised by twenty-eight teachers divided into four groups. The composition

of each group was within what is suggested by researchers (7 to10 elements) due to the use of

electronic technology. One of the research participants noted that if the group were bigger it would

be difficult to follow:

"... If they were more participants it would have been even more difficult to read everything

and talk about everything! "

The fact that the research was conducted with the help of an instrument unknown to many teachers

had also been a barrier. Other operational problems were also detected. The slowness of the system

was highlighted by some participants. Others had difficulty in displaying all the answers and they

were unanimous in stating:

"It is a pit the fact that the technology is still somewhat difficult"

The same happened with another participant in the meeting who said:

"My page is not rolling ..."

Some participants were surprised with other technical details:

"... Excuse me mates, I discovered that the chat does not accept accent ..."

"... The screen is too narrow to read messages".

As for typing, it was common to hear:

"... People, I am horrified with my typing mistakes"

"In Americans chats it is chic to make typing mistake. It is fortuitous ..."

In the other side, this technique was considered positive for almost all participants, who have put

their views at the meeting when asked about the focus group through chat rooms:

113

"... I hope it was useful for the purpose ... I enjoyed taking part. "

"... I really enjoyed it. I know 'real' focal groups and I thought that this virtual, ends up resembling

each other as long as people feel free to give their opinion other participants in the talks, agreeing

or disagreeing, rather than being restricted to just answer what is asked by the moderator".

"I found the experience interesting. Sometimes the process is a little slow, but it is an excellent

mean of communication. The teens can confirm. They “spend” hours and hours on MSN ..."

"I never had this kind of experience, but it was very nice. I think to do this has to be something very

specific and short, right? (...) And I agree, our problem was that the technology does not go as fast

as our thinking and willingness to talk. ";

"I think it is cool but kind of frustrating when speed does not allow us to participate exactly in real

time."

In these last two opinions there is a difficulty of participation "in properly real time," because the

texts are appearing in the sequence they are sent; sometimes appear two or three paragraphs at the

same time making reading and coordination of ideas difficult.

Who type more slowly sends the response after the others, when other questions are being

answered. This was observed during the discussion. One way to resolve is to request that the

participants must wait for the responses of all and then other questions can be arisen again. This

disadvantage was mentioned in the work of O'Connor and Madge (2003).

Krueger and Casey (2000) recommend a pause between the questions in face-to-face focal groups,

what should also be done in the electronic focal group. For this operation could be placed on certain

characters or words such as "break" or "wait" so that all participants can wait for continuity.

Munro and Zeidmsan-Karpinski (2003) provide guidelines for using chat rooms, noting that

grammatical misspellings and typing mistakes are common due to the speed with which the texts

are typed. These researchers recommend the use of short, simple sentences. Other aspects that

influence the quality is the ability of the computer and network speed, which should be similar

between the group members, since the settings must be interpreted in real time.

Smith et al. (2000) deal with the difficulties of using chat rooms, adding that there is a social

context for those who read the results of a meeting in these rooms. Thus, the records must be read

114

immediately after being raised to avoid the loss of the event chronology (social historic). They

propose a program of the chat room called "chat line" for participants to enter their placement next

to the subject matter.

Thus it is concluded that the facilities brought by the focal groups over the Internet is the ability to

bring people of different places, staying in their classrooms, offices, finally, in places of their

acquaintance, without travel costs, accommodation and meals.

5.1.2 Results of the questionnaires

According to table 4.1 (Chapter 4) on the array of data gathering, the survey questionnaire

(Appendix A) was kindly answered by 265 teachers of the general Secondary Education.

Under the guidance of authors Selltiz, Wrightsman and Cook (1987) there is some operational

advantages in the use of questionnaire to perform a research. First, it is less expensive to apply, and

second, it avoids potential biases of an interviewer and, finally, there’s more time allocated to

respond, there is no psychological pressure that leads to hasty answers and without the necessary

reflection.

Concluding the questionnaire, the construction of the scale contemplated the model created by

Rensis Likert in 1932, called for the Likert scale. This scale is an instrument that seeks to raise the

attitudes toward a set of assertions and, therefore, respondents are asked to agree or disagree with

statements, according to a hierarchy that allows an explicit opinion providing a strong agreement to

strong disagreement with the statement. For each choice is given a score ranging from 5 to 1, so that

they can be worked out in a quantitative manner providing their graphic representation in frequency

histograms.

In this study, the researcher used the following options: Strongly Agree (SA), Partially Agree (PA),

Undecided or Indifferent (I), Partially Disagree (PD), Totally Disagree (TD). So that the choices

could be treated mathematically, a conversion was used, which assign a value to each action: five

(5) = fully agree; four (4) = partially agree, 3 (three) = indifferent; two (2) = partially disagree, one

(1) = strongly disagree.

115

Figure 5.1: National distribution of the selected schools

116

Tables 5.1, 5.2 and 5.3 below illustrate the degree of participation of the selected teachers.

Table 5.1: Response rate of the sample selected in the Southern region of Mozambique

Selected Schools Selected sample N Province School name n Valid Missing Valid %

S O U T H E R N R E G I O N

MA

PUTO

-CIT

Y

Escola Secundária Josina Machel 10 7 3 70 Escola Secundária Francisco Manyanga 10 7 3 70 Escola Secundária da Polana 5 5 0 100 Escola Seundária de Laulane 5 5 0 100 Escola Secundária Quisse Mavota 5 5 0 100 Escola Secundária Eduardo Mondlane 5 5 0 100 Escola Secundária Armando Emílio Guebuza 5 5 0 100 Escola Secundária de Malhazine 10 8 2 80 Escola Secundária Noroeste I 10 7 3 70 Escola Secundária de Lhanguene 5 4 1 80

MA

PUTO

-PR

OV

ÍNCE

Escola Secundária da Zona Verde 5 5 0 100 Escola Secundária da Matola 11 11 0 100 Escola Secundária Joaquim Chissano-Boane 9 9 0 100 Escola Secundária da Manhiça 5 5 0 100 Escola Secundária da Namaacha 5 3 2 60

GA

ZA

Escola Secundária Joaquim Chissano – Xai-Xai 14 14 0 100 Escola Secundária de Xai-Xai 5 4 1 80 Escola Secundária de Chicumbane 5 4 1 80 Escola Secundária de Chongoene 5 2 3 40 Escola Secundária de Chibuto 5 4 1 80 Escola Secundária de Chokwé 8 8 0 100 Escola Secundária de Guijá 5 4 1 80 Escola Secundária de Manjacaze 5 4 1 80 Escola Secundária John Issa - Macia 5 3 2 60 Escola Secundária Graça Machel - Massingir 5 5 0 100 Escola Secundária de Mapai 5 3 2 60

INH

AM

BAN

E

Escola Secundária Emília Daússe - Inhambane 6 6 0 100 Escola Secundária 29 de Setembro – Maxixe 9 9 0 100 Escola Secundária de Cambine – Morrumbene 5 5 0 100 Escola Secundária de Massinga 6 6 0 100 Escola Secundária de Mucoque - Vilanculos 5 5 0 100

31 T O T A L

203 176 27 86.1%

117

Figure 5.2: Distribution of the selected schools in the Southern region of Mozambique Table 5.2: Response rate of the sample selected in the Central region of Mozambique

Selected Schools Selected sample

Province School name n Valid Missing Valid % C E N T R A L R E G I O N

SOFALA Escola Secundária Samora Machel - Beira 10 7 3 70

MANICA Escola Secundária Samora Machel - Chimoio 5 5 0 100 Escola Secundária de Macombe - Gondola 5 5 0 100

TETE

Escola Secundária de Tete 5 5 0 100 Escola Secundária Emília Daússe - Changara 5 4 1 80 Escola Secundária de Moatize 5 4 1 80 Escola Secundária de Ulongué - Angónia 5 4 1 80 Escola Secundária de Songo 5 3 2 60

ZAM

BÉZI

A

Escola Secundária 25 de Setembro 5 5 0 100 Escola Secundária Patrice Lumumba 5 5 0 100 Escola Secundária de Alto Molocué 5 5 0 100 Escola Secundária de Gurué 5 5 0 100 Escola Secundária de Nicoadala 5 5 0 100 Escola Secundária de Mocuba 5 2 3 40

14

T O T A L 75 64 11 86.43%

118

Figure 5.4: Distribution of the selected schools in the Northern region of Mozambique

Figure 5.3: Distribution of the selected schools in the Central region of Mozambique

Table 5.3: Response rate of the sample selected in the Northen region of Mozambique

Selected Schools Selected sample N Province School name n Valid Missing Valid %

N O R T H E N R E G I O N

NA

MPU

LA Escola Secundária de Nampula 5 5 0 100

Escola Secundária 12 de Outubro 5 5 0 100 Escola Secundária Namicopo 5 5 0 100 Escola Secundária de Nacal-Porto 5 5 0 100

CABO-DELGADO

Escola Secundária de Pemba 5 2 3 40 Escola Secundária de Montepuez 5 2 3 40

6 T O T A L 30 24 6 80.0%

119

As it can be seen from the tables presented above the general rate of response from the selected

sample was 84.18%, which allows the researcher to infer the entire population of this study.

Data Analysis

The exploratory character of the study conducted with teachers of the general Secondary Education

from all over the territory of the Republic of Mozambique (with the exception of Niassa Province)

had the gathering and processing data from December, 2008 to March 30, 2010.

This data set was subjected to a descriptive analysis and it was carried out using the software

SPSS® (Statistical Package for Social Sciences) that allowed characterization of the teachers

participating in this study. It was also applied the factor analysis in order to give consistency to a

given set of numerical variables as well as graphical analysis of frequency histograms of the

teachers opinions expressed in the Likert scale.

The factor analysis allowed the verification of internal consistency of a group of data that were

collected from teachers of the general Secondary Education. It is important to understand that the

outcome of this analysis, according to Pestana and Gageiro (2000: 389) provides:

The assessment of the validity of the constitutive variables of the factors, indicating

in which extent it refers to the same concepts through the correlation between them.

[...] Also seeks to simplify the data by reducing the number of necessary variables.

The main purpose of the graphical representation is to display characteristics of the variable in the

study sample, that is; statistical sampling, in a simple and affordable mental acquisition (Maroco,

2007).

Descriptive analysis: characterization of the teachers

During the period of the data gathering, it was possible to obtain the participation of 265 teachers

working in fifty one schools of the nine provinces of Mozambique selected for this study (see

Tables 5.1, 5.2 and 5.3). From the total of 265 respondents, 48 are female, representing 18.1% of

the population and 217 teachers are male, accounting for 81.9%, as shown in Figure 5.5 below.

Figure 5.6 shows the percentage distribution of teachers in this study in terms of length of service.

120

The sample size of this study was designed taking into consideration the table designed by Smith

(1975), with a significance level of 99%.

Table 5.4: Sample distribution by gender

Figure 5.5: Sample distribution by gender

The largest number of teachers surveyed have a considerable teaching experience (≥ 5 years),

which guarantees the quality of the sample and the consistency of the responses.

Figure 5.6: Percentage distribution of sample by length of service

Sex

48 18.1217 81.9265 100.0

FemaleMaleTotal

ValidFrequency Percent

81.9%

18.1%

Male

Female

In service for

17.0%

14.7%

29.8%

38.5%

More than 20 years

11 to 20 years

5 to10 years

Less than 5 years

121

Table 5.5: List of Secondary schools surveyed in the Southern region of Mozambique

Selected Schools Sex In service for Province School name Fem Male Total < 5

years 5 to 10 years

11 to 20 years

> 20 years

Total (n)


MA

PUTO

-CIT

Y

Escola Secundária Josina Machel 1 6 7 1 4 1 1 7 Escola Secundária Francisco Manyanga 2 5 7 3 3 1 0 7 Escola Secundária da Polana 3 2 5 0 2 2 1 5 Escola Seundária de Laulane 2 3 5 1 2 1 1 5 Escola Secundária Quisse Mavota 2 3 5 1 2 0 2 5 Escola Secundária Eduardo Mondlane 1 4 5 0 2 0 3 5 Escola Secundária Armando Emílio Guebuza 1 4 5 0 1 1 3 5 Escola Secundária de Malhazine 0 8 8 0 3 2 3 8 Escola Secundária Noroeste I 1 6 7 4 1 2 0 7 Escola Secundária de Lhanguene 2 2 4 2 1 1 0 4

MA

PUTO

-PR

OV

ÍNCE

Escola Secundária da Zona Verde 2 3 5 0 3 2 0 5 Escola Secundária da Matola 3 8 11 4 4 0 3 11 Escola Secundária Joaquim Chissano-Boane 3 6 9 2 4 1 2 9 Escola Secundária da Manhiça 0 5 5 2 2 1 0 5 Escola Secundária da Namaacha 0 3 3 3 0 0 0 3

GA

ZA

Escola Secundária Joaquim Chissano – Xai-Xai 0 14 14 6 7 0 1 14 Escola Secundária de Xai-Xai 1 3 4 2 0 0 2 4 Escola Secundária de Chicumbane 2 2 4 0 3 1 0 4 Escola Secundária de Chongoene 0 2 2 1 1 0 0 2 Escola Secundária de Chibuto 1 3 4 2 1 1 0 4 Escola Secundária de Chokwé 1 7 8 5 1 1 1 8 Escola Secundária de Guijá 2 2 4 2 0 1 1 4 Escola Secundária de Manjacaze 0 4 4 4 0 0 0 4 Escola Secundária de Macia 0 3 3 1 0 1 1 3 Escola Secundária Graça Machel - Massingir 0 5 5 4 1 0 0 5 Escola Secundária de Mapai 0 3 3 2 1 0 0 3

INH

AM

BAN

E Escola Secundária Emília Daússe - Inhambane 0 6 6 1 3 1 1 6 Escola Secundária 29 de Setembro – Maxixe 3 6 9 2 5 0 2 9 Escola Secundária de Cambine – Morrumbene 1 4 5 3 2 0 0 5 Escola Secundária de Massinga 0 6 6 1 2 2 1 6 Escola Secundária de Mucoque - Vilanculos 2 3 5 3 2 0 0 5

31

T O T A L

36 141 177 62 63 23 29 177

The Republic of Moçambique is divided into eleven (11) provinces and territorially is organized in

three (3) regions: North, Center and South. These regions present different characteristics and possess

as polar regions the cities of Maputo (South Zone), Beira (Zone Center) and Nampula (Zone North).

The distribution of the selected schools for this study is of 61% for the South zone, 27% for the zone

Center and the remaining 12% belong to the North zone.

122

The fact that it appears greater preponderance of males participants (81.9%) compared to female

encourages the researcher for further work in order to study different populations where the female

presence is more significant, or even consider situations where the age group presents a lower

concentration at certain ages.

Table 5.6: List of Secondary schools surveyed in the central region of Mozambique

Selected Schools Sex In service for

Province School name Fem Male Total

< 5 years

5 to 10 years

11 to 20 years

> 20 years

Total (n)

C E N T R A L R E G I O N SOFALA Escola Secundária Samora Machel - Beira 2 5 7 0 0 1 6 7

MANICA Escola Secundária Samora Machel - Chimoio 0 5 5 2 0 1 2 5 Escola Secundária de Macombe-Gondola 0 5 5 2 2 1 0 5

TETE

Escola Secundária de Tete 0 5 5 2 2 0 1 5 Escola Secundária Emília Daússe - Changara 0 4 4 0 1 3 0 4 Escola Secundária Heróis Moçambicanos-Moatize 0 4 4 2 0 2 0 4 Escola Secundária de Ulongué - Angónia 0 4 4 3 1 0 0 4 Escola Secundária de Songo 0 3 3 3 0 0 0 3

ZAM

BÉZI

A

Escola Secundária 25 de Setembro 1 4 5 2 0 0 3 5 Escola Secundária Patrice Lumumba 0 5 5 2 1 2 0 5 Escola Secundária de Nicoadala 1 4 5 3 1 1 0 5 Escola Secundária de Gurué 1 4 5 4 0 1 0 5 Escola Secundária de Alto-Molocué 0 5 5 5 0 0 0 5 Escola Secundária de Mocuba 0 2 2 1 1 0 0 2

13

T O T A L 5 59 64 31 9 12 12 64

Table 5.7: List of Secondary schools surveyed in the Northen region of Mozambique

Selected Schools Sex In service for

Province School name Fem Male Total < 5

years 5 to 10 years

11 to 20 years

> 20 years

Total (n)

N O R T H E N R E G I O N

Nampula

Escola Secundária de Nampula 2 3 5 1 2 1 1 5 Escola Secundária 12 de Outubro 0 5 5 0 1 1 3 5 Escola Secundária Namicopo 2 3 5 2 2 1 0 5 Escola Secundária de Nacala-Porto 2 3 5 2 2 1 0 5

CABO-DELGADO

Escola Secundária de Pemba 0 2 2 2 0 0 0 2 Escola Secundária de Montepuez 1 1 2 2 0 0 0 2

6 T O T A L 7 17 24 9 7 4 4 24

123

Figure 5.7: Percentage of respondents (teachers) by geographic zones of the country.

The percentage distribution of teachers, by region, who participated in this study, is shown in

Figure 5.7 above. From this graphical representation it appears that the South region of

Mozambique has a significant holding in respect of the other two regions, confirming the already

identified asymmetry in the distribution of school network of this subsystem of education in

Mozambique.

Tables 5.8, 5.9 and 5.10 below, show that there are teachers with a particular professional category

which does not correspond to their level of training (for example, teachers with a University degree

holding the N3 professional category). This fact interferes certainly in the motivation and

commitment of this group of teachers. The motivation and commitment are involved in the teachers'

behavior in school organizations: The motivation for indicating the reasons for the action of

teachers; the commitment, because it is related to the intensity of connection that the teacher has

with the school.

Country Region

9.1%

24.2%

66.8%

Northen Region

Central Region

Southern Region

124

Table 5.8: Training vs. Professional category of teachers in the South of Mozambique

Selected Schools Educational degree Professional category Province School name

Gra

de 1

2

Bach

elor

Gra

duet

ed

Mas

ter

PhD

N1

Teac

her

N2

Teac

her

N3

Teac

her


MA

PUTO

-CIT

Y

Escola Secundária Josina Machel 0 0 6 0 1 7 0 0 Escola Secundária Francisco Manyanga 0 0 7 0 0 7 0 0 Escola Secundária da Polana 0 0 4 1 0 5 0 0 Escola Seundária de Laulane 0 0 5 0 0 4 1 0 Escola Secundária Quisse Mavota 0 0 5 0 0 4 1 0 Escola Secundária Eduardo Mondlane 0 0 5 0 0 4 0 1 Escola Secundária Armando Emílio Guebuza 0 0 4 1 0 4 1 0 Escola Secundária de Malhazine 1 1 5 1 0 6 1 1

Escola Secundária Noroeste I 0 0 7 0 0 7 0 0 Escola Secundária de Lhanguene 0 1 3 0 0 2 2 0

MA

PUTO

-PR

OV

ÍNCE

Escola Secundária da Zona Verde 0 0 5 0 0 5 0 0 Escola Secundária da Matola 0 0 11 0 0 10 0 1 Escola Secundária Joaquim Chissano-Boane 0 2 7 0 0 7 1 1 Escola Secundária da Manhiça 0 2 3 0 0 3 1 1 Escola Secundária da Namaacha 0 1 2 0 0 2 1 0

GA

ZA

Escola Secundária Joaquim Chissano – Xai-Xai 0 3 10 1 0 9 3 2 Escola Secundária de Xai-Xai 0 2 2 0 0 2 2 0 Escola Secundária de Chicumbane 0 0 4 0 0 4 0 0 Escola Secundária de Chongoene 0 1 1 0 0 1 1 0 Escola Secundária de Chibuto 0 1 3 0 0 3 1 0 Escola Secundária de Chokwé 0 2 6 0 0 6 2 0 Escola Secundária de Guijá 0 2 2 0 0 2 2 0 Escola Secundária de Manjacaze 0 0 4 0 0 4 0 0 Escola Secundária de Macia 0 0 3 0 0 3 0 0 Escola Secundária Graça Machel - Massingir 0 1 4 0 0 3 2 0 Escola Secundária de Mapai 0 0 3 0 0 3 0 0

INH

AM

BAN

E

Escola Secundária Emília Daússe - Inhambane 4 0 2 0 0 2 0 4

Escola Secundária 29 de Setembro – Maxixe 6 0 3 0 0 3 0 6

Escola Secundária de Cambine – Morrumbene 5 0 0 0 0 0 0 5

Escola Secundária de Massinga 2 2 2 0 0 2 2 2

Escola Secundária de Mucoque - Vilanculos 0 2 3 0 0 2 3 0

One situation which drew the attention of the researcher is the fact that there are teachers with

grade 12 teaching mathematics and natural sciences of the second cycle of general education. The

negative results of the examinations in 2008 and 2009 associated with other socio-economic factors

may be symptomatic of this factor. This group represents 9.8% of the total number of respondents.

The remaining respondents have qualifications required for the exercise of the profession: 18.9%

125

These findings lead us to think of Distance Education in a new light. Distance Education is not a

fad: it is part of an extensive and continuous process of changes, which includes not only the

democratization of access to higher levels of education and permanent updating as well as the

are bachelors, 69.4% are graduated, 1.5% has a master degree and one respondent is a PhD.

Table 5.9: Training vs. Professional category of teachers in the Center of Mozambique

Selected Schools Educational degree Professional category

Province School name

Gra

de 1

2

Bach

elor

Gra

duet

ed

Mas

ter

PhD

N1

Teac

her

N2

Teac

her

N3

Teac

her

C E N T R A L R E G I O N SOFALA Escola Secundária Samora Machel - Beira 0 2 5 0 0 4 3 0 MANICA Escola Secundária Samora Machel - Chimoio 0 1 4 0 0 4 1 0

Escola Secundária de Macombe-Gondola 0 1 4 0 0 5 0 0

TETE

Escola Secundária de Tete 0 1 4 0 0 4 1 0 Escola Secundária Emília Daússe - Changara 0 0 4 0 0 4 0 0 Escola Secundária Heróis Moçambicanos-Moatize 0 3 1 0 0 1 3 0 Escola Secundária de Ulongué - Angónia 0 0 4 0 0 4 0 0 Escola Secundária de Songo 0 1 2 0 0 2 1 0

ZAM

BÉZI

A

Escola Secundária 25 de Setembro 0 3 2 0 0 2 3 0 Escola Secundária Patrice Lumumba 0 5 0 0 0 0 2 3 Escola Secundária de Nicoadala 1 2 2 0 0 0 4 1

Escola Secundária de Gurué 0 2 3 0 0 2 3 0 Escola Secundária de Alto-Molocué 3 2 0 0 0 0 2 3

Escola Secundária de Mocuba 2 0 0 0 0 0 0 2

Table 5.10: Training vs. Professional category of teachers in the North of Mozambique

Selected Schools Educational degree Professional category Province School name

Gra

de 1

2

Bach

elor

Gra

duet

ed

Mas

ter

PhD

N1

Teac

her

N2

Teac

her

N3

Teac

her

N O R T H E N R E G I O N Nampula Escola Secundária de Nampula 0 1 3 1 0 4 1 0

Escola Secundária 12 de Outubro 0 2 3 0 0 4 0 1 Escola Secundária Namicopo 0 0 5 0 0 4 0 1 Escola Secundária de Nacala-Porto 0 0 5 0 0 5 0 0

CABO-DELGADO Escola Secundária de Pemba 1 0 1 0 0 1 0 1

Escola Secundária de Montepuez 1 1 0 0 0 0 1 1

126

adoption of new educational paradigms, on which basis are the concepts of totality, of learning as

personal and social phenomenon, the training of autonomous individuals capable of finding,

creating and learning throughout life and to intervene in the world they live. Thus, the distance

courses offered in virtual learning environments designed to train and improve teachers' work can

reach the most remote places in the country, demonstrating their potential to democratize education.

And they can also be an excellent strategy while building knowledge, mastering technology,

develop skills and abilities and discuss ethical standards that will benefit later students of these

teachers. That is to say, a good distance learning course offers students not only learning autonomy

but also leaves the teacher ready to work with students in a more rich, modern and dynamic

environment.

This, however, only happens with a distance education committed to quality. And quality in

distance education is like fishing net: there are many of knots which come together to achieve an

objective. The weakness in one of the knots can compromise the final result.

Table 5.11: Academic qualifications of the teachers surveyed

Educational degree

26 9.8 9.8 9.850 18.9 18.9 28.7

184 69.4 69.4 98.14 1.5 1.5 99.61 .4 .4 100.0

265 100.0 100.0

Grade 12BachelorGraduatedMasterPhDTotal


CumulativePercent

127

Figure 5.8: Graphical representation of the academic qualifications of the teachers surveyed

Regarding the age of respondents, the highest incidence is between 20 and 30 years with 38.5%

followed by age group between 31 and 40 years with 35.8%. The percentage distribution of age

groups is shown in the table 5.12 below. For the researcher, the fact that 74.3% of teachers

surveyed are still young, enable the competent entity to design training programs more robust and

consistent, able to become effective in the Mozambican education system, contributing to the

achievement of the objectives of Education for All.

Table 5.12: Age array of teachers surveyed

Age group

102 38.5 38.5 38.595 35.8 35.8 74.366 24.9 24.9 99.2

2 .8 .8 100.0265 100.0 100.0

20 - 30 years old31 - 40 years old41 - 50 years oldmore than 50 years oldTotal


CumulativePercent

educational degree

.4%

1.5%

69.4%

18.9%

9.8%

PhD

Master

Graduated

Bachelor

Grade 12

128

Figure 5.9: Graphical representation of the age of the teachers surveyed However, from the researcher's point of view, the teachers surveyed are isolated, living like in an

"island". Note that only 18.5% of teachers surveyed have an Internet connection at home (See Table

5.13).

Table 5.13: Teachers respondents with Internet at home

The difficulty of access for the teachers of maths and natural sciences in the general Secondary

Education in Mozambique to Internet makes the intellectual development of this social group

difficult. Free access to the Internet should be seen as a positive symptom of human development.

The accessibility to the information and communication technology should be considered as a

factor of life quality. For most people technology makes life easier.

Age group

.8%

24.9%

35.8%

38.5%

> 50 years old

41 - 50 years old

31 - 40 years old

20 - 30 years old

Is there any Internet access at home (excluding cellphone)

1 .4 .4 .448 18.1 18.1 18.5

216 81.5 81.5 100.0265 100.0 100.0

YesNoTotal


CumulativePercent

129

The new technologies open new horizons for an autonomous path of learning, that is, the self-

directed learning. Today it is increasingly required for all persons, and particularly for the teachers,

that they learn throughout life. The control over the learning cannot be conceptualized

independently of the context that involves this learning (Baskett, 1991; Candy, 1991). Therefore,

the control that the individual takes on learning is very dependent on the knowledge that it has on

the subject of learning. The Internet presents itself as a powerful resource, enabling people to

acquire new knowledge, ideas and perspectives, exchange information, etc.., or, contributing to

greater control over the learning process (Moura, 1997).

Several authors see on the new technologies an excellent means of applying the principles for

constructivist learning (Brown, 1998; Pereira, 1995; Tejedor, 2000). These offer to the individual

the opportunity to learn through collaborative activities that promote knowledge. The existence of

different alternative paths towards the information needed as well as the easy access to that

information are very important factors for building a personal approach to learning. And when one

speaks of a personal approach to learning, just not in any way imply isolation or independence. The

concepts of autonomy and self-directed learning require interaction with others: it is this interaction

that allows the person greater control over their learning (Candy, 1991). In this context, the Internet

offers the possibility to the person asking for help and benefit from this support, facilitating their

access to updated information (D'Eça, 1998).

The notion of a networked world requires an interconnection of people and ideas from many

different corners of the world. This is the collaborative culture that the Information and

Communication Technology provision allows to the break of one of the most negative features of

teaching: individualism / isolation. "The Internet opens horizons - help us to leave our more or less

isolation by enabling us to communicate at any scale, find colleagues anywhere in the world, share

ideas, plans, projects, learn from each other” (D'Eça, 1998: 44). The Information and

Communication Technology can therefore help to transform the vision of the teacher closed to the

classroom, immune to all eyes and influences.

Curious fact is that, according to table 5.14, 78.9% of teachers surveyed have computers at home,

but only 18.5% have Internet access in their homes (see Table 5.13). It can be concluded that,

however powerful it is the computer that the teacher has at his/her house, it serves more as a typing

130

machine or at best, such as electronic calculator. This shows itself as one of the factors accelerating

the obsolescence of knowledge gained in initial training.

Table 5.14: Teachers respondents with computers at home

The researcher believes that the Internet can allow any number of teachers around the country to

tune into the most recent guidelines from the Ministry of Education in terms of methodology,

scientific and technical education. More than that, it provides teacher with support in their

educational tasks and encourages the exchange of experiences, since many programs encourage the

formation of study groups in which there is strong provision of mutual support among participants

(Barreto, 1995).

Figure 5.10: Degree Percentage of teachers surveyed with a computer at home

Is there any computer at home?

209 78.9 78.9 78.956 21.1 21.1 100.0

265 100.0 100.0

YesNoTotal


CumulativePercent


21.1%

78.9%

No

Yes

131

Figure 5.11: Forms of Initiation in ICT for teachers questioned in percentage

Table 5.15: Forms of Initiation in ICT for teachers questioned in frequencies

Table 5.15 shows us that 13.2% of teachers of the Second Cycle of general Secondary Education

have not had initiation in computing and 32.8% its initiation in information and communication

technology was based on curiosity and help from friends, colleagues and others. This could mean

that 46% of the universe of teachers surveyed do not have a solid background in information and

How did you start using ICT?

1.9%

1.5%

30.6%

20.0%

32.8%

13.2%

Other

special training

During my graduation

specific training

Self-training

Not yet


35 13.2 13.2 13.287 32.8 32.8 46.0

53 20.0 20.0 66.0

81 30.6 30.6 96.6

4 1.5 1.5 98.1

5 1.9 1.9 100.0265 100.0 100.0

Not yetSelf-trainingAfter a specific trainingcourseDuring my graduationat UniversityAfter a a specialtraining programmOtherTotal


CumulativePercent

132

communication technology, requiring therefore an urgent specific training. According to table 5.11

(shown on page 126), 69.4% of teachers respondents have got a University Degree and 18.9% are

N2 professional category. How can one explain that only 30.6% of teachers surveyed have had

specific training in information and communication technology during initial training? One of the

hypotheses to be explored and that may explain this situation is the difference in the curriculum of

higher education institutions involved in the initial training of teachers.

Table 5.16: Level of competence of the teachers surveyed in the use of MS-Office

Figure 5.12: Level of competence of the teachers surveyed in the use of MS-Office

How do you rate your competence in using MS-Office applications?

6 2.3 2.3 2.321 7.9 7.9 10.234 12.8 12.8 23.062 23.4 23.4 46.4

113 42.6 42.6 89.129 10.9 10.9 100.0

265 100.0 100.0

Nonevery littlelittleGoodVery goodTotal


CumulativePercent

10.9%

42.6%23.4%

12.8%

7.9%

2.3%

Very good

Goodlittle

very little

None

133

Table 5.16 and Figure 5.12 make evident that only 53.5% of teachers surveyed dominate the

packages of MS-Office. Almost half the teachers surveyed said that they had little competence

(23.4%) in operating MS-Office programs, (12.8%) very little and (7.9%) no competence to exploit

those programs.

This finding is upsetting the researcher because the Ministry of Education in 2009 foresaw the

introduction of the discipline of computer science in the curriculum of grade 10. A question arises:

what is the profile of the teacher who will teach this course? Or the discipline was introduced

aiming to meet the curriculum without properly trained teachers? The answer to these and other

questions related to the introduction of the subject of computer science in the curriculum of the

Grade 10 cannot be given here, because this study only covers teachers of the Second Cycle of

general Secondary Education (grades 11 and 12).

However, the training of teachers for information and communication technology has to include not

only the integration of them into the curriculum practice of the future teachers, but also a

perspective of personal development and citizenship. To prepare future citizens for the use of

technologies does not only mean to acquire mastery in their use but it also implies the ability to

critically interpret their utilization. "To reach this objective it is necessary to prepare teachers to use

information and communication technology pedagogically in the training of citizens who will

produce and interpret the new languages of the present and future world". (Sampaio & Milk, 2000:

15).

Table 5.17: Category of the teachers surveyed


176 66.4 66.4 66.452 19.6 19.6 86.037 14.0 14.0 100.0

265 100.0 100.0

N1 TeacherN2 TeacherN3 TeacherTotal


CumulativePercent

134

Figure 5.13: Category of the teachers surveyed

Looking at table 5.17, it appears that the number of teachers of N3 professional category working in

the Second Cycle of general Secondary Education (grades 11 and 12) is relatively high (14%). This

may be explained by the fact that 9.8% of the teachers surveyed have the medium level of education

(see Table 5.11). However the difference of 4.2% points to the existence of teachers with a

university degree who probably fall into this category and, consequently with wage situation not yet

settled. This fact interferes probably in the motivation and commitment of this group of teachers.

And as already noted above, the motivation and commitment are involved in people's behavior in

organizations: The motivation for indicating the reasons why people act; the commitment because it

relates the intensity of connection between the person and the organization.

Due to school organizations increasingly demanding greater and better participation of its

employees in order to facilitate the processes of change, it is essential a motivating environment to

promote the commitment of people to the school organization.

However, to achieve involvement, identification, attachment, commitment to promote the school

organization may not be so easy. "People differ in their basic motivational drive and the same

individual may have different levels of motivation that vary over time" (Chiavenato, 2000: 592).


14.0%

19.6%

66.4%

N3 Teacher

N2 Teacher

N1 Teacher

135

The level of motivation can vary between people and the same person through time that may

change their behavior and commitment to the organization.

On every day of the teacher, it appears that the most relevant motivating factor of the participants of

this study is on having good salary and less to see their work bringing good results for the

organization. Although it is important to have good working conditions, have the work valued by

the school organization and safety at work, they do not appear as the most important. Do these

needs have already been fulfilled?

According to Maximiano (2000: 351), there are five human needs by Maslow's model of needs. In

this hierarchy, a need must be met before the next level need to take place. In ascending order,

needs are classified as follow:

Basic needs: shelter, clothing, hunger, thirst, sex and comfort.

Safety needs: protection, order, conscious of the dangers and risks, sense of

responsibility.

Requirements for participation: friendship, inter-human relationships and love.

Esteem needs: status, egocentrism, ambition andϖ exception.

Needs of Self-actualization: personal growth, acceptance of challenges, success and

personal autonomy.

Montana and Charnov (2001), Megginson, Mosley and Pietri Jr. (1998), describe what Herzberg

called the factors that generate satisfaction of motivational factors and those that just prevented the

dissatisfaction of hygiene factors. In reading these authors, the first two needs in Maslow's

Hierarchy (basic and security) is equivalent to the factors of hygiene and other needs (participation,

self-esteem and achievement) to motivational factors of Herzberg.

The most important motivational factor demonstrates the need for self-realization, to see the work

paying off for the organization to which Vieira (1994: 60), "is the latent desire in every human

being to do what they can and want to do, to become what they are capable of performing as a

person".

136

For Chiavenato (2000:592), the motivation is to exert efforts to achieve organizational goals and

"conditioned by the ability to satisfy some individual needs."

It is from these individual needs, these motivational factors that schools can work conditions to

develop and maintain a motivating climate that could assist in promoting engagement and facilitate

the processes of change.

The commitment is also involved in taking responsibilities, have abilities and skills to enhance the

performance of the school and is related to people love their compromised attitudes. And yet,

schools must provide a good climate to foster attitudes of commitment. Profession satisfaction can

be provided by enhancing motivation.

However, "the teacher extrinsic factors such as salary, security, organizational polices,

interpersonal relationships, environmental conditions of work, just make people motivate

themselves and willing to fight for them". (Bergamini, 1997:55), that is, the required effects, the

constant motivation cannot be achieved.

A practical example, according to Bergamini (1997:55) is the payment of “something more for the

same work that developed earlier. (...) Such a positive reaction appears to be of short duration,

sometimes persisting ...", but losing its effect when it is no longer motivating.

In this context, to be committed to the school is closely linked to motivational factors. And schools

need tools that can provide a motivating environment and raise the commitment of teachers to

facilitate the achievement of better teaching and learning process.

It is urgent to regularize this type of situation on behalf of the effectiveness of teaching and

learning. Moreover, this situation can be explained by the fact that 38.5% of teachers having less

than five years of work. Part of this group has recently graduated in 2008 and 2009.

137

Table 5.18: Time of work of teachers surveyed

Figure 5.14: Time of work of teachers surveyed

Table 5.19: Teachers respondents with computer at home

In service for

102 38.5 38.5 38.579 29.8 29.8 68.339 14.7 14.7 83.045 17.0 17.0 100.0

265 100.0 100.0

Less than 5 yearsBetween 5 and 10 yearsBetween 11 and 20 yearsMore than 20 yearsTotal


CumulativePercent

In service for

17.0%

14.7%

29.8%

38.5%

More than 20 years

11 to 20 years

5 to10 years

Less than 5 years


209 78.9 78.9 78.956 21.1 21.1 100.0

265 100.0 100.0

YesNoTotal


CumulativePercent

138

Is there any computer at home? No

Is there any Internet access at home? No

Selected School

ES de Massinga - I'b

ES de Cambine - I ' b

ES 29 de Setembro de

ES Emília Daússe -Cha

ES de Manjacaze

ES Heróis Mocambican

ES de Tete

ES de Ulongue - Te te

ES Ed Mondlane - Map

ES J Machel - Maputo

ES da Namaacha

ES A E Guebuza-Maput

ES de Laulane-Maputo

ES de Chokwé

ES J Chissano-Boane

ES da Macia

ES da Zona Ve rde -Map

ES J Chissano Xai-Xa

Coun

t

4.54.03.53.02.5

2.01.51.0

.5

Country Region

South Region

Center Region

Figure 5.15: Teachers respondents with computer at home

Figure 5.16: Teachers respondents without computer and Internet at home


21.1%

78.9%

No

Yes

139

Figure 5.17: Teachers with computer at home without Internet

Figure 5.18: Teachers with home computer and Internet

As already noted above, the percentage of teachers with computers at home (78.9%, See Figure

5.15) does not resemble the percentage of teachers with internet connection at home (18.1%, See

Figure 5.11). Probably it could find some support in the data presented above (See table 5.15 on

page 131). This table reveals that 13.2% teachers surveyed have not had initiation in computing and

32.8% of them initiation in information communication technology was based on curiosity and help

from friends, colleagues and others. This could mean that 46% of the universes of teachers

surveyed do not have a solid background in Information and Communication Technology,

demanding, as already mentioned, urgent specific training.

Is there any computer at home? Yes

Is there any Internet access at home? Yes

Selected School

ES da Polana - Maput

ES de Massinga - I'b

ES de Cambine - I' b

ES Emília Daússe I'b

ES de Ulongue - Tete

ES J Machel - Maputo

ES A E Guebuza-Maput

ES de Lhanguene-Mapu

ES Quisse Mavota-Map

ES de Laulane-Maputo

ES J Chissano-Boane

ES de Mocuba

ES de Xa-Xai

ES de Guijá

ES de Chibuto - Gaza

ES da Zona Verde-Map

ES J Chissano Xai-Xa

Cou

nt

2.2

2.0

1.8

1.6

1.4

1.2

1.0.8

Country Region

South Region

Center Region

Is there any computer at home? Yes,

Is there any Internet access at home? No

Selected School

ES da Polana - Maput

ES de Cambine - I' b

ES Emíl ia Daússe I'b

ES Emíl ia Daússe-Cha

ES Heróis Mocambican

ES de Ulongue - Te te

ES J Machel - M

aputo

ES A E Gue buza-Maput

ES Qui sse Ma vota-Ma p

ES de Chokwé

ES de Mocuba

ES de Chongoene

ES de Gui já

ES de Chibuto - Gaza

ES J Chi ssa no Xa i-Xa

Cou

nt

10

8

6

4

2

0

Country Region

South Region

Ce nte r Region

140

Factor Analysis

The Factor Analysis (FA) is a technique of exploratory data analysis that aims to discover and

analyze the structure3

The purpose of AF is to identify latent factors that explain the inter correlations observed in

the original variables. That is, the main components are weighted linear combinations of

original variables. While factors are variable not directly observable (that is, latent) that

hypothetically explain the observed correlations between the original variables.

of a set of interrelated variables in order to construct a scale to measure

(intrinsic) factors that somehow (more or less explicit) control the original variables. In principle, if

two variables are correlated (and the correlation is not spurious), this association resulting from the

sharing of a common feature not directly observable (that’s a common latent factor).

Maroco (2007: 414) considers that:

The Factor Analysis uses the observed correlations between the original variables to estimate joint

factor (s) and structural relationships that link (latent) factors to variables. This technique was

developed from the work of C. Spearman in the early twentieth century on the performance of

students in various disciplines in order to clarify the relationship between the ratings and a general

factor of intelligence.

Thus, in this study, using the software SPSS® (Statistical Package for Social Sciences), some

variables were analyzed in a quantitative perspective through the "Equamax orthogonal rotation

Method with Kaiser Normalization." Equamax method for performing orthogonal rotations by

mathematical procedures was developed by Kaiser in 1958.

The factor analysis should be used once the data provides certain conditions. Initially we attempted

to carry out two tests that assess those conditions, namely: Kaiser-Meyer-Olkin (KMO), Bartlett's

test of sphericity.

3 Defined in the psychological sense of the configurational properties of a perception or experience

141

The Bartlett test of sphericity tests the hypothesis of the correlation matrix be the identity matrix

with determinant equal to one. As Pestana and Gageiro (2000) when the Bartlett test associated with

a significance level less than 0.0001, that is; with less than 0.05 leads to rejection of the matrix

hypothesis of correlations in population to be the identity, showing a correlation between the

variables. In this study, this condition was met and the "Test of sphericity Sig 0 .000" was obtained.

The Kaiser-Meyer-Olkin (KMO) compares the simple correlations with partials observed between

the variables, ranging between zero and one. Although there is no accurate test for the KMO values,

in general, these can be given qualified as shown on table 5.20 that follow (See Pestana & Gageiro,

2000).

Table 5.20: Range of KMO values and their meanings

Value of KMO Recomendation for the AF

]0,9 – 1] EXCELLENT

]0,8 – 0,9] GOOD

]0,7 – 0,8] AVERAGE

]0,6 – 0,7] POOR

]0,5 – 0,6] BAD, BUT STILL ACCEPTABLE

≤ 0,50 UNACCEPTABLE

The KMO test, shown in table 5.21, for the set of some data obtained in this research, indicates the

value 0.615 which allows the continuity of factor analysis in data processing, although the result is

bad. The Bartlett test of sphericity has a p-value <0.001 which leads us to conclude that the

variables are correlated significantly.

Table 5.21: KMO and Barlett’s Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy

0.615

Bartlett's Test of Sphericity

Approx. Chi-Square 311.102

df 91

Sig. 0.000

142

Continuing, still in search of the reliability of the instrument, it appears that this can be expressed in

terms of stability, equivalence and consistency, and commonly expressed by Cronbach's alpha.

According to Pestana and Gageiro (2000: 415), "The Cronbach alpha is a measure commonly used

to check the internal consistency of a group of variables."

Table 5.22: Variables subjected to factor analysis

The table presented on page 144, referring to the anti-image matrices, can also be used to assess the

adequacy of Factor Analysis to the variables selected here.

The anti-image matrixes for the variance-covariance and correlations have negative values of

covariance and partial correlations between variables. These values estimate the correlations among

the variables that are not due to common factors. Low values of these partial correlations indicate

that the variables share one or more common factors, while high values suggest that the variables

are more or less independent. The figures below the main diagonal must be close to zero. The

Communalities

1.000 .8451.000 .8721.000 .6571.000 .6841.000 .592

1.000 .652

1.000 .5971.000 .587

1.000 .485

1.000 .7121.000 .592

1.000 .631

1.000 .824

1.000 .830

Age groupIn service forColoured TVRadioWashing machineVideo-cassete and/orDVDRefrigeratorLand telephone lineConsole (video-game,playstation, Game box)Subscription TVParabolic antennaInternet connectionspeed at homeFor how long are youusing a computer?For how long are youusing Internet and Web?

Initial Extraction

Extraction Method: Principal Component Analysis.

143

values of the main diagonal are another measure of adequacy of data to the FA designated as

“measure of sampling adequacy" (from Anglo-Saxon MSA - Measure of Sampling Adequacy) for

each variable in the analysis. This measure is a particularization of the KMO for each of the

variables in the analysis calculated as (Maroco, 2007):

𝐾𝐾𝐾𝐾𝐾𝐾𝐾𝐾 =∑ 𝑟𝑟2𝑥𝑥𝐾𝐾𝑥𝑥𝑥𝑥𝑝𝑝𝑥𝑥≠𝐾𝐾=1

∑ 𝑟𝑟2𝑥𝑥𝐾𝐾𝑥𝑥𝑥𝑥𝑝𝑝𝑥𝑥≠𝐾𝐾=1 + ∑ 𝑟𝑟2𝑥𝑥𝐾𝐾𝑥𝑥𝑥𝑥𝑝𝑝

𝑥𝑥≠𝐾𝐾=1 |𝑥𝑥𝑥𝑥

With k = 1, …p Thus, the KMOi includes only the correlation coefficients and partial correlation

between the variable i and the other variables. Of course, if the partial correlations are reduced

compared to the bivariate correlations, the variable i is substantially correlated with other variables

and is appropriate to its use in Factor Analysis. MSA values below 0.5 indicate that this variable

does not fit the structure defined by the other variables and, in this case should be considered the

elimination of FA. Notice that in the case study KMOi> 0.5 (i ∈ the first five communalities)

suggesting that other variables 6-14 must be eliminated.

Figure 5.19, presented on page 145, shows the Scree plot and Table 5.24 indicates the own values

and percentages of total variance explained.

144

Table 5.23: Anti-image matrices

A n t i - i m a g e M a t r i c e s

. 2 9 4 - . 2 3 9 - . 0 1 1 - . 0 0 3 - . 0 8 2 - . 0 3 2 - . 0 8 2 . 0 1 2 . 0 1 5 - . 0 2 5 - . 0 4 1 - . 1 2 2 . 0 3 2 . 0 1 0- . 2 3 9 . 3 2 4 - . 0 4 3 . 0 0 7 . 0 5 2 . 0 5 2 . 0 6 9 - . 0 5 9 . 0 2 6 - . 0 1 3 . 0 4 9 . 0 7 5 - . 0 4 8 . 0 3 8- . 0 1 1 - . 0 4 3 . 4 2 6 - . 0 9 6 - . 1 5 2 - . 2 2 2 . 0 4 2 - . 0 0 4 - . 0 3 7 - . 1 1 9 - . 1 0 9 . 0 1 7 - . 0 2 0 . 0 2 4- . 0 0 3 . 0 0 7 - . 0 9 6 . 7 9 1 - . 0 7 6 . 0 3 2 - . 1 2 6 . 0 0 3 . 0 9 4 - . 0 8 8 - . 0 2 9 - . 1 5 4 - . 0 0 2 . 0 5 5- . 0 8 2 . 0 5 2 - . 1 5 2 - . 0 7 6 . 6 2 2 . 1 7 4 - . 0 9 8 - . 1 7 1 - . 0 3 5 . 1 4 7 . 1 0 3 . 1 3 3 - . 0 6 5 - . 0 5 4

- . 0 3 2 . 0 5 2 - . 2 2 2 . 0 3 2 . 1 7 4 . 4 8 8 - . 1 0 8 - . 1 6 1 - . 0 9 0 . 0 6 7 . 0 8 4 . 1 5 0 . 0 0 2 - . 0 3 1

- . 0 8 2 . 0 6 9 . 0 4 2 - . 1 2 6 - . 0 9 8 - . 1 0 8 . 5 9 7 - . 0 3 1 - . 0 7 4 - . 0 9 0 - . 1 5 0 - . 0 3 3 - . 0 3 1 . 0 0 7. 0 1 2 - . 0 5 9 - . 0 0 4 . 0 0 3 - . 1 7 1 - . 1 6 1 - . 0 3 1 . 6 3 9 - . 0 5 0 . 0 1 0 - . 0 9 7 - . 0 3 5 . 0 2 0 - . 0 3 0

. 0 1 5 . 0 2 6 - . 0 3 7 . 0 9 4 - . 0 3 5 - . 0 9 0 - . 0 7 4 - . 0 5 0 . 8 2 3 - . 0 5 1 - . 0 2 3 - . 0 6 6 . 0 6 4 - . 0 4 9

- . 0 2 5 - . 0 1 3 - . 1 1 9 - . 0 8 8 . 1 4 7 . 0 6 7 - . 0 9 0 . 0 1 0 - . 0 5 1 . 6 3 4 - . 0 9 1 . 1 6 3 - . 0 4 2 - . 0 4 1- . 0 4 1 . 0 4 9 - . 1 0 9 - . 0 2 9 . 1 0 3 . 0 8 4 - . 1 5 0 - . 0 9 7 - . 0 2 3 - . 0 9 1 . 5 6 3 . 1 0 1 . 0 8 1 - . 1 3 2

- . 1 2 2 . 0 7 5 . 0 1 7 - . 1 5 4 . 1 3 3 . 1 5 0 - . 0 3 3 - . 0 3 5 - . 0 6 6 . 1 6 3 . 1 0 1 . 7 0 2 - . 0 3 9 - . 0 0 4

. 0 3 2 - . 0 4 8 - . 0 2 0 - . 0 0 2 - . 0 6 5 . 0 0 2 - . 0 3 1 . 0 2 0 . 0 6 4 - . 0 4 2 . 0 8 1 - . 0 3 9 . 4 4 4 - . 2 8 1

. 0 1 0 . 0 3 8 . 0 2 4 . 0 5 5 - . 0 5 4 - . 0 3 1 . 0 0 7 - . 0 3 0 - . 0 4 9 - . 0 4 1 - . 1 3 2 - . 0 0 4 - . 2 8 1 . 3 7 9

. 5 7 2a - . 7 7 5 - . 0 3 2 - . 0 0 7 - . 1 9 1 - . 0 8 6 - . 1 9 5 . 0 2 7 . 0 3 0 - . 0 5 8 - . 1 0 1 - . 2 6 9 . 0 8 9 . 0 2 9- . 7 7 5 . 5 2 0a - . 1 1 6 . 0 1 3 . 1 1 6 . 1 3 0 . 1 5 6 - . 1 2 9 . 0 5 0 - . 0 2 9 . 1 1 4 . 1 5 7 - . 1 2 7 . 1 1 0- . 0 3 2 - . 1 1 6 . 7 6 5a - . 1 6 5 - . 2 9 5 - . 4 8 7 . 0 8 4 - . 0 0 7 - . 0 6 2 - . 2 2 9 - . 2 2 2 . 0 3 1 - . 0 4 5 . 0 6 1- . 0 0 7 . 0 1 3 - . 1 6 5 . 6 9 1a - . 1 0 9 . 0 5 2 - . 1 8 3 . 0 0 5 . 1 1 7 - . 1 2 4 - . 0 4 4 - . 2 0 7 - . 0 0 3 . 1 0 1- . 1 9 1 . 1 1 6 - . 2 9 5 - . 1 0 9 . 5 6 0a . 3 1 6 - . 1 6 1 - . 2 7 2 - . 0 4 9 . 2 3 5 . 1 7 4 . 2 0 1 - . 1 2 5 - . 1 1 2

- . 0 8 6 . 1 3 0 - . 4 8 7 . 0 5 2 . 3 1 6 . 6 3 1a

- . 2 0 0 - . 2 8 8 - . 1 4 2 . 1 2 0 . 1 6 0 . 2 5 6 . 0 0 5 - . 0 7 1

- . 1 9 5 . 1 5 6 . 0 8 4 - . 1 8 3 - . 1 6 1 - . 2 0 0 . 8 0 1a - . 0 5 1 - . 1 0 6 - . 1 4 7 - . 2 5 9 - . 0 5 1 - . 0 5 9 . 0 1 4. 0 2 7 - . 1 2 9 - . 0 0 7 . 0 0 5 - . 2 7 2 - . 2 8 8 - . 0 5 1 . 8 2 9a - . 0 6 9 . 0 1 5 - . 1 6 1 - . 0 5 2 . 0 3 7 - . 0 6 1

. 0 3 0 . 0 5 0 - . 0 6 2 . 1 1 7 - . 0 4 9 - . 1 4 2 - . 1 0 6 - . 0 6 9 . 8 2 4a

- . 0 7 1 - . 0 3 4 - . 0 8 6 . 1 0 6 - . 0 8 7

- . 0 5 8 - . 0 2 9 - . 2 2 9 - . 1 2 4 . 2 3 5 . 1 2 0 - . 1 4 7 . 0 1 5 - . 0 7 1 . 7 7 7a - . 1 5 3 . 2 4 4 - . 0 7 8 - . 0 8 4- . 1 0 1 . 1 1 4 - . 2 2 2 - . 0 4 4 . 1 7 4 . 1 6 0 - . 2 5 9 - . 1 6 1 - . 0 3 4 - . 1 5 3 . 7 4 3a . 1 6 1 . 1 6 1 - . 2 8 6

- . 2 6 9 . 1 5 7 . 0 3 1 - . 2 0 7 . 2 0 1 . 2 5 6 - . 0 5 1 - . 0 5 2 - . 0 8 6 . 2 4 4 . 1 6 1 . 5 6 1a

- . 0 6 9 - . 0 0 7

. 0 8 9 - . 1 2 7 - . 0 4 5 - . 0 0 3 - . 1 2 5 . 0 0 5 - . 0 5 9 . 0 3 7 . 1 0 6 - . 0 7 8 . 1 6 1 - . 0 6 9 . 5 8 2a

- . 6 8 5

. 0 2 9 . 1 1 0 . 0 6 1 . 1 0 1 - . 1 1 2 - . 0 7 1 . 0 1 4 - . 0 6 1 - . 0 8 7 - . 0 8 4 - . 2 8 6 - . 0 0 7 - . 6 8 5 . 6 4 4a

A g e g r o u pI n s e rv ic e fo rC o l o u r e d T VR a d ioW a s h in g m a c h in eV id e o -c a s s e t e a nD V DR e f r ig e r a to rL a n d te le p h o n e l iC o n s o l e ( v i d e o - gp l a y s t a t io n , G a m e S u b s c r ip t io n T VP a r a b o l ic a n t e n n aI n t e r n e t c o n n e c t ios p e e d a t h o m eF o r h o w l o n g a r e u s in g a c o m p u te rF o r h o w l o n g a r e u s in g I n t e r n e t a n d A g e g r o u pI n s e rv ic e fo rC o l o u r e d T VR a d ioW a s h in g m a c h in eV id e o -c a s s e t e a nD V DR e f r ig e r a to rL a n d te le p h o n e l iC o n s o l e ( v i d e o - gp l a y s t a t io n , G a m e S u b s c r ip t io n T VP a r a b o l ic a n t e n n aI n t e r n e t c o n n e c t ios p e e d a t h o m eF o r h o w l o n g a r e u s in g a c o m p u te rF o r h o w l o n g a r e u s in g I n t e r n e t a n d

A n t i- i m a g e C o v a

A n t i- i m a g e C o r r

A g e g r o I n s e rv ic e C o l o u r e d R a d ioW a s h inm a c h i n e

V id e o -c a s sa n d / o r D V R e f r ig e r a

L a n dt e l e p h o n e

C o n s o l e( v i d e o - g a mp l a y s t a t ioG a m e b o

S u b s c r ip t iT V

P a r a b o la n t e n n a

I n t e r n e tc o n n e c t i os p e e d a

h o m e

F o r h o w l oa r e y o u u sa c o m p u t e

F o r h o w l oa r e y o u u sI n t e r n e t a

W e b ?

M e a s u r e s o f S a m p li n g A d e q u a c y ( M S A )a .

145

Scree Plot

Component Number

1413121110987654321

Eige

nval

ue

5

4

3

2

1

0

Figure 5.19: Scree Plot

The calculation showed that the alpha in the internal consistency of the scale is better without the

presence of questions 6-14 whose intrinsic value is presented below one (see Figure 5.19 of the

Scree Plot above).

Table 5.24: Total Variance Explained

Total Variance Explained

3.887 27.766 27.766 3.887 27.766 27.766 2.269 16.205 16.2052.060 14.716 42.481 2.060 14.716 42.481 2.034 14.527 30.7321.432 10.228 52.709 1.432 10.228 52.709 2.027 14.480 45.2121.116 7.972 60.681 1.116 7.972 60.681 1.919 13.705 58.9161.065 7.608 68.289 1.065 7.608 68.289 1.312 9.373 68.289

.886 6.330 74.619

.727 5.190 79.809

.675 4.821 84.629

.564 4.031 88.660

.495 3.536 92.196

.448 3.203 95.399

.267 1.905 97.304

.217 1.550 98.854

.160 1.146 100.000

Component1234567891011121314

Total % of Variance Cumulative % Total % of Variance Cumulative % Total % of Variance Cumulative %Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings

Extraction Method: Principal Component Analysis.

146

According to the rule of retaining factors with proper values above 1 were retained five factors

(which are confirmed by the Scree Plot) explaining approximately 68.3% of total variance. In

fact, according Maroco (2007:381) "... it is considered that a high percentage of waste below

0.05 (over 50%) is indicative of a factor model with a good fit." In this analysis the cut of factors

was given by the Kaiser normalization, that is; we considered only the factors with greater own

value than 1 (one).

The factor model obtained after an exploratory factor analysis explains theoretically the structure

of latent factors responsible for the observed correlations between the original variables.

Naturally, the model assumes that there are a number of factors below the original number of

variables that can explain a high percentage of the total variance of original variables. The rules

of the greater own value than 1 and the Scree-plot are usually used to decide the minimum

number of factors needed to explain a considerable proportion of the total variance of original

variables. However, these rules only help to select the factors to explain the variance -

covariance observed between the original variables, but tell us nothing about the quality of the

reduced factorial model. That is; whether fitted model explains adequately or not the observed

correlations between the original variables. It is clear that a model with many latent factors as the

number of variables (saturated model) explain all the variance - covariance observed and all

correlations between the original variables would be exactly reproducible by the model.

However, such a model, nothing would bring in terms of ability to resume or parsimony, clearly

violating the primary purpose of FA.

Graphic analysis: frequency histograms

According to Table 4.1 on the array of data collection, the questionnaire (Appendix A) was

answered by 265 teachers. In section III, on the use of ICTs in teacher training was presented to

teachers a set of 39 assertions of the Likert scale. The scale contained no right or wrong answers,

but just wanted to know the opinions of each teacher expressed on that scale. It was on the base

of the opinions expressed by teachers (for convenience represented by Item x) that the Figures

5.20, 5.21, 5.22 and 5.23 were built which are listed below.

The graphical representation of results has as main purpose to display characteristics of the

147

variable in the sample study, that is; statistical sampling in a simple and affordable mental

acquisition. (Maroco, 2007).

In this study, the researcher presents the results as frequency histograms. In this type of graphical

representation, the observations of the continuous variable under study (opinion of teachers) are

organized into classes, varying amplitude, on the X-axis and the relative frequency of each class

in the sample (that is; the number of observations in each class) is represented on the Y-axis.

Figures 5.20, 5.21, 5.22 and 5.23 shows the summary of this analysis where the y-axis

representing the views of teachers, obtained by applying the questionnaire in section III (on the

use of ICT in teacher training) and the ordinate axis the relative frequency of each of these

reviews (that is; the number of times a particular view, represented for convenience by Item x,

was observed compared to total observations). As mentioned above, the Figures 5.20 to 5.23

show the views expressed by teachers.

Figure 5.20: Level of indecision of teacher asked about the use of ICT' in TCT.

The sharpest indecision of teachers was expressed in questions 7 (41), 14 (62), 26 (54), 27 (75),

36 (46) and 39 (50). In parentheses is the relative frequency of each of these reviews. In fact,

these issues are likely to create serious doubts in teachers not familiar with the language of

0

10

20

30

40

50

60

70

80

item

1

item

3

item

5

item

7

item

9

item

11

item

13

item

15

item

17

item

19

item

21

item

23

item

25

item

27

item

29

item

31

item

33

item

35

item

37

item

39

Indifferent

148

virtual learning environments. Large number of participants in this study (≥ 72%) revealed not

having any experience in the use of computing platforms classify their competence as: none

(16.6%) or very low (24.9%) competence in using applications for the production of multimedia

documents and its publication on the web (See Table 5.24 and 5.25).

Table 5.25: Degree of competence of teachers in the production of multimedia materials

Table 5.26: Level of experience of teachers in the use of computing platforms

Experience in using Web platforms

5 1.9 1.9 1.9192 72.5 72.5 74.3

37 14.0 14.0 88.328 10.6 10.6 98.9

2 .8 .8 99.61 .4 .4 100.0

265 100.0 100.0



CumulativePercent

How do you rate your competence in using MS-Office aplications toproduce multimedia documentss to be published in the Web?

6 2.3 2.3 2.344 16.6 16.6 18.966 24.9 24.9 43.875 28.3 28.3 72.163 23.8 23.8 95.811 4.2 4.2 100.0

265 100.0 100.0



CumulativePercent

149

Figure 5.21: Level of agreement of teachers asked about use of ICT' in TCT

Questions 1 (103), 2 (175), 5 (156), 6 (208), 10 (184), 13 (155), 16 (200), 17 (183), 19 (175), 20

(126 ), 21 (161), 22 (191), 23 (190), 28 (148), 29 (185), 30 (154), 32 (197), 36 (113) and 38

(125) earned a more expressive total agreement of the teachers. The issues that deserve this level

of agreement are indeed crucial in the continuous training of teachers in virtual learning

environments. That is to say that teachers participating in this study have clear understanding of

the usefulness of ICT in the process of their professional qualifications, despite their experience

in use of computing platforms is almost zero (see Table 5.25). One factor that may be behind this

level of agreement of teachers on the use of ICT in the Teacher’s Continuing Training (TCT)

may be the classification of good (23.8%) and very good (4.2%) competence in the production of

multimedia documents to be published on the web using MS-Office applications (see Table

5.24). Serves as example the issue number 6 (with the use of ICTs in the educational community

can meet new challenges by improving the quality of teaching), which received the highest score

by teachers participating in this study.

0

50

100

150

200

250

item

1

item

3

item

5

item

7

item

9

item

11

item

13

item

15

item

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item

19

item

21

item

23

item

25

item

27

item

29

item

31

item

33

item

35

item

37

item

39

Partial agree

Totally agree

150

Figure 5.22: Level of disagreement of teachers asked about use of ICT' in TCT

The homogeneity of the participants in terms of age, and to some extent, academic and their

professional work provided a relatively peaceful and balanced discussion of the issues presented.

Figure 5.23: Level of abstention of teacher asked about use of ICT' in TCT

15 8

176

216

120

13

218

197

8

207205

8

76

191

5 9

165

515

4 3 1

152168

23

60

6 1 7

138

7

207

135125

183 9

57

140

12 6

271110 3

195

247

151310

50

22

110

36

5 5 2 0 4

382419

38

111 4

33

216

4833

9 414

4346

item 1

item 3

item 5

item 7

item 9

item 11

item 13

item 15

item 17

item 19

item 21

item 23

item 25

item 27

item 29

item 31

item 33

item 35

item 37

item 39

totally desagree Partial desagree

0

0.5

1

1.5

2

2.5

3

3.5

No answer

151

As it can be measured in the Figure 5.23 above, there was a small group of teachers who did not

respond to questions. These teachers, representing 1.16% of all teachers surveyed (13.2%) make

part of teachers who still had no initiation on information and communication technology and

therefore they declined to give their opinion on their use in training teachers (see Table 5.26).

Table 5.27: Form of initiation of teacher respondents to ICT

In search of solutions

These days, we already have a certain portion of Mozambicans making use of distance learning,

building new knowledge and educational experiences through various technologies and in all

levels of learning. But this is still insignificant in a country of just over 20 million inhabitants

"embedded" in a knowledge society, within which are all those who, wishing to participate

actively in the socio-economic development of Mozambique, must update their professional and

personal knowledge.

A critical look at the politics of distance learning, I would say that what is happening in this area

currently is only a replica of what is done in the face-to-face learning, just with a delivery system

or treatment different to the learner. One can say that has not been seen in Mozambique which is

known in the computing community and the Internet as a killer application (a device or feature

designed and engineered so well that essentially "kills" all competitors).

It's time to leave the unknown and explore new areas of knowledge not yet explored through


35 13.2 13.2 13.287 32.8 32.8 46.0

53 20.0 20.0 66.0

81 30.6 30.6 96.6

4 1.5 1.5 98.1

5 1.9 1.9 100.0265 100.0 100.0

Not yetSelf-trainingAfter a specific trainingcourseDuring my graduationat UniversityAfter a a specialtraining programmOtherTotal


CumulativePercent

152

distance education, to find many people in need of benefits that we know that distance education

brings, but so far no one thought to focus on and accomplish. There are certainly risks. But good

research of the possibility of a viable market for a new educational service through distance

education, good business planning, training of a team not only appropriate but also a true dream

team and good support for learners before, during and after the course, will guarantee success of

the project.

Speaking about Distance Education is, above all, speaking about education. It makes no sense to

fix the adjectives in peripheral and non-essential aspects of the educational act, even today when

the "distance" has lost its original meaning in the face of increasingly massive penetration of new

technologies of information and communication.

In a dialogical and dialectical conception, it makes no sense to try to put this or that subject in the

center of the educational process. Education is continually built in a network of relationships,

rebuilding, transgressions, from statements and partnerships, in which all involved individuals,

participate with responsibilities and commitments, modifying and being modified. Who educates

is much more an "institution" and a collective entity rather than individuals.

Therefore, we consider distance education as a dimension of a pedagogy that contributes to a

new way of being, that is; with the interest and determination to overcome and break the

boundaries that "contain" us as human beings (Neder, 2000).

And one of these transgressions refers to the break, to the separation of the process of teaching

from the process of learning. They happen in separated time and space. Who "teaches" the author

(or teacher) and who "learn", the "learner". They do not necessarily happen in the same place and

at the same time. Hence, the time and space are gaining new significance from the subject

because it is he who gives it the meaning: it is time and space of the subject!

Therefore, this mode allows a greater respect for personal rhythms, to social and cultural

differences, to pathways and individual life histories, contributing in the process of building the

intellectual and political autonomy and recover self-esteem and professional.

But how can the process of learning be possible? According Constructivist theories, it requires

not only cognitive processes but also human environment in which the individual interacts with

153

others?

If it is true that "no one teaches anyone ...", on the other hand,” ... no one educates himself: men

educate themselves in communion, mediated by the world "(Freire, 1993:9)." Distance

education, paradoxically, requires ongoing dialogue and thus closeness to the dialog.

Here arises the figure of the tutor, monitor, advisor, etc. The terminologies are varied, differing

because concepts that underlie the educational proposals in the distance learning are different.

5.1.3 Results of interviews

For the analysis of data collected through the interviews, the researcher has privileged the

conceptual method of inventories because consider it more appropriate for this study, for the

following reasons: (i) Maintain the original language of the interviewee, not reducing the natural

speech to the propositional form, (ii) It is a descriptive technique where the number of inferences

between data and final results are little compared to the propositional analysis;

The choice of the technique of content analysis as called by Carrion (1986:5) is related primarily

to the interest of this research to understand the social representations of the teacher of natural

sciences and mathematics. As it is known, the techniques of content analysis are valuable in

communication processes, and particularly useful in scientific work in which the investigator is

faced with a significant amount of information. Therefore, this technique provides the researcher

relevant procedures to analyze categorize and organize the information gained through

communication processes with the interviewees. According to Carrión (1986:5) the content

analysis constitutes a valuable technique to decode the linguistic forms that may be subjected to

certain syntheses and semantic contexts. This assertion becomes the second justification of

choice of this technique, especially because the researcher dedicates himself/herself to studying a

subject that does not belong to his//her reality.

Besides these, the content analysis becomes an appropriate technique to structure reference data

and to produce meaningful reports (Carrión, 1986:6). At certain times a thesis turns into a

chaotic work, especially when the researcher is faced with a mountain of information. At first

glance the amount of data seems to communicate that they are all important and even

indispensable. However, just from the choice of method or technique for information analysis is

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that it is possible to give life, and particularly meaning to data. In the case of this thesis as it is

already evident, this happened with the help of the analysis of inventories of content.

The choice of this technique was determined by its importance in the identification of categories

of analysis that characterizes the thinking of the interviewee and the trainer's perspective over

this subject. In this sense, we have used the recommendations of Bardin (1986:78) related to

encoding of information which according to this author it is held by the process of

decomposition, enumeration, classification of information and data obtained in the empirical

study. Before the field material and the objectives of this study, we decided to decode the

information by following the procedure of textual unit registration, particularly because this

modality is indicated for the study of beliefs, values, opinions, and to examine open responses

(Bardin, 1986:80). That is an appropriate procedure for this thesis drawn to know and study the

thinking of the teacher of natural sciences and mathematics from the understanding of his/her

speech, according to the arrest of elements of their culture.

With respect to the extraction process of the categories the researcher also followed the

recommendations of the author mentioned above. In the case of this research the categories are

thematic type and were constructed from the meeting of common characteristics. This fact has

resulted in the grouping of information that share similar elements. The choice obeying thematic

themes is related to the interest of representing important aspects of the teacher of natural

sciences and mathematics thought. Naturally that in this process the inventory and the

classification of information (Bardin, 1986) played an important role because it would be

difficult to build categories without first isolating the elements and then, distribute them in an

organized manner. In summary, it was thus that the information was managed and was able to

find sense and meaning in the most important elements of the thinking of the teacher of natural

sciences and mathematics and of course, the trainer, constituting thus response categories as can

be seen in table 5:28 that follows.

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Table 5.28: Answers to questions from the structured interview

Q U E S T I O N S A N S W E R S C A T E G O R I E S

1. How long has the project of e-learning been implemented?

July 14, 2008 -

2. What are the intended objectives with the implementation of e-learning?

Provide access to all applicants to higher education. Covering public without access to face-to-face learning. Diversifying teaching methods allowing more access. Process of continuous improvement and achievement of all students.

A CCESS

3.Talk about organizational and structural change made to accommodate the needs

of an open e-learning, flexible and distributed in terms of:

a. Process

Changing people's minds. Training in Distance Education Technologies. Choose the solution with the desired requirements at the best price. No significant institutional changes, because the CEND is already a reality since 2003.

R E V O L U TION

a. Human Resources

Provide information, educational resources and administrative features. To support and manage the organization of courses. Establishment of e-learning team and a board of directors to support the strategies of e-learning. It is intended to develop an autonomous structure to manage the initiatives of the platform.

C A P A C I T A TION

4. How was the initial adhesion of those involved (students, teachers, support staff,

community members) characterized?

Much enthusiasm and curiosity. They ventured out without even having an email address. Some do not even master the concept of e-learning, but saw the announcement and ventured out. Good adhesion of the students, but variable and progressive adhesion in part of teachers.

E N THUSIASM C U R I O S ITY AD V E N T URE

5. What is the composition of the team responsible for the design of e-learning?

What areas of specialty are its members?

Teachers in Distance Education Specialists. Teachers with post-graduate professional training in distance education. Masters in Distance Education. Training in psycho-pedagogy engineering, sociology, architecture.

P R O F I S S I O N A L vs

E S P E C I A L I Z ATION

6. What forms of interaction exist between the students and the institution?

Lists of e-mails participation in discussion forums Internet Relay Chat Skype

V I R T U A L

7. In your opinion, what forms of pedagogical evaluation are present on the course?

How are they made?

Self-assessment, online tests, online continuous assessment In case of the failure of the system, examination in print is applied.

O N L I N Ex

(PRINTED MATERIALS)

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Table 5.29: Answers to open interview questions

QUESTIONS ANSWERS C A T E G O R I E S

Well, I'd like to hear your point of view on the possibility of integrating

e-learning and video conferencing in undergraduate and graduate levels.

It's a good idea to integrate e-learning and video conferencing ... There are universities where the

Thesis are defended like that ... Sometimes people do not have time to travel. It's expensive for

example leaving New York to Oslo to attend a defense ...

GOOD IDEIA

ECONOMY

When one speaks of infrastructure for example, what implications you

think it will have, or would have to the infrastructures?

Besides hardware and software, knowhow is needed about this technology. Because there will be a

process of technology transfer.

KNOWLEDGE

In terms of Academic records, Do you think it would bring major

changes or it could operate the same way as today’s academic record is

functioning?

The transference of knowledge about technology and hardware that is behind the initiative will

involve the need for champions ... ready to learn and master it in order to have these resources

locally to handle, making maintenance

REVOLUTION

So in terms of human resources, do you think that it would involve

some changes?

... Will have to be different students, teachers themselves, researchers ... have a more active role,

investigate a little more.

We must take into account the violence that these technologies bring to teachers and students.

PRO-ACTIVE STUDENT VIOLENCE

In terms of evaluation as you mentioned assessment systems, do you

think would be necessary to introduce changes in the current System in

use in the face-to-face learning?

This involves the teacher to put the marks directly into the system and after validation of the school

council; they are published to all student, regardless of their location.

FLEXIBILITY

So as a form of conclusion, if the UEM University had already decided

in the academic year 2009 to embark on this solution which would

involve the entry of thousands of new students in higher education, what

kind of hard work that the Academic Record would make in order to

host and manage these students before the beginning of this project. Is

this project feasible?

The move towards these goals, to these technologies, etc, we must have an academic record which

works properly. Distance Learning without Academic Record would not work properly. It would

cause headaches. So a direct impact is a proportional direct relationship. An electronic academic

record is needed. And I would say it is a sine qua non condition, because working manually with

paper would create many problems… we would just go into shock in the evaluation ... involving the

data entry of marks, as it happens now.

MODERNIZATION

What would you like to say that was not addressed in this interview?

In principle I like the idea because it poses a challenge and brings a kind of awareness ... raises the

problem that exists and that people are not aware of it.

CHALLENGE / AWARENESS

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However, in order to obtain a set of information relevant to this study, while contrasting them with

the information obtained from the sample, the researchers managed to achieve an unstructured

interview with a teacher in one of IHE responsible for initial teacher of natural sciences and

mathematics, on the information communication technologies but not directly involved in distance

learning. For the relevance of the results obtained, the researcher judged relevant its summarized

presentation in the table 5.29, above, following the method of conceptual inventories.

5.2 Conclusion

The results of this study indicate that the education that people develop in some way is determined by

the challenges of the historic moment for the world view of a time and by the social and scientific and

technological advancement. Therefore it is believed that Distance Learning brings the possibility of

freeing students and teachers from a monotonous role, passive and centralized to the teacher as a

mean of transmitting information. Distance learning has developed strategies and is using resources

that promote interaction, exploration and building of their own learning by setting their own pace,

creating opportunities to choose according their own interests. In short: take over the management of

own learning processes. These cognitive ecosystems are likely to represent the realization of the

constructive ideals, creating an enormous area of potential development for students and capabilities

of information processing which is believed to be indispensable to be a citizen of today’s society.

In this sense the articulation of appropriate technologies is opening space for the formation of a new

education: more flexible, meaningful, participatory and motivating than traditional education. ICT

enable the shortening of distances, providing the dissemination of ideas and different perspectives. In

this sense, they are proving to be a valuable tool for critical reflection, opening the possibility for the

teacher to find new ways of seeing the world, enabling a comparison with his/her ideas. The Internet

has opened the doors to a brave new world, a revolution in communication that allows connection

among people, sharing knowledge, giving the teacher a way to constantly update knowledge, lifelong

learning and learning for life.

Distance Learning is a form of education that combines specialists from various areas in the reflection

of the educational process which takes the teacher's out of isolation and providing him/her with

resources that generate different strategies for different audiences, but appropriate to local contexts

and more reflective as well.

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In this context, it equates the Distance Learning as a way in which the teacher ceases to occupy the

role of transmitter and fills the role of pedagogical mediator between knowledge (presented through

various media) and students (through various media and tools), deepening the educational dialogue.

The interaction systems ensure bilateral communication because they allow the learner to access to

the institution of Distance Learning anytime, anywhere to facilitate the collection of study materials,

access to updates or inter-medium work, posting questions to forums of course, read messages from

peers and instructors, enter online dialogue into the virtual classroom, make a computer video

telephony with the trainer or other learners or ask for help.

With the advent of technologies related to e-learning it is able to enrich the entire space of mediation

between the person and learning processes. These new media are bringing new content, new tools for

mediation of learning and enable the person in his/her learning process to have greater freedom in

space and time (Tribolet, 2001).

Reinforcing the idea that e-learning tools that are on the market are trivial, normal and simple, this

researcher believes that they extend of space for mediation between the individual and the learning,

they will wag the educational system in its entirety, because the system is based on the physical

malfunctioning cornerstones (Tribolet, 2001).

The same author advances an idea that may seem a paradox: "The new area of e-learning came to

enhance significantly the face-to- face learning. That is, it will allow face-to-face learning to focus

on substantive issues, in discussing themes that students want to discuss, because the means that they

possess do not allow them to clarify their doubts. And it will be in contact with the trainer and

colleagues that they will clarify and discuss these doubts". For the researcher, "I" is the word that

best defines the e-learning, because this system enables to learning what “I” like to learn, when “I”

want and how “I” want.

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Chapter 6

6.1 Summary

This chapter is aimed to discussing the accomplishment of action-research and verifies the outcomes

got, proceeding in this way, with the fulfillment of the specific objectives number two and three of

this thesis, namely:

Reflect about planning and organization of a post graduation course for Natural

Sciences and Mathematics teachers of the Second Cycle of the General Education to be

delivered at distance, in virtual learning environments, on e-learning models and video-

conference;

Adapt, implement and evaluate a module of a post graduation course for Natural

Sciences and Mathematic teachers of the Second Cycle of General Education, delivered

at distance, based on the Virtual Learning Environments, on e-learning models and

video conference;

According to the discussion fulfilled in chapter 4 to action research, this type of social research with

empirical base is conceived and fulfilled in associated with an action or with collective problem

solving on which the researcher(s) and the participants of the problem or situation are involved in a

collective or cooperative ways. The action-research can be distinguished by its characteristics of

knowing and acting, studying the results afterwards. In so being, it becomes a process of permanent

modification “in spirals of reflection and action” where each spiral includes, according to Elliot

(1993):

Elucidation and diagnose of a practical situation or problem that is aimed to improving

or solving;

Design action strategies;

Use of such strategies;

Evaluation of their efficiency;

Understanding of a new situation;

The reuse of the same steps for a new practical situation.

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In a context of rapid technological change, the educational system is confronted with the need of

giving new educational opportunities. Going through new technologies especially in the

communication field, it is possible to have access to working instruments and information sources

that seemed not to be thought of recently. The facility, the speed and the extinction of geographical

obstacles has become possible the access to several knowledge potentiating channels, to joy and

entertainment.

The accessibility to information and communication technologies must be considered as a factor of

quality of life. For the majority of people, technology makes life much easier. To develop education

in spaces and times that are less restrict is one of the resources that the technological advance has

been providing the people with. In the digital culture, the technologies are in constant transformation

requiring a continuous removal of fixed points that used to be a characteristic of the written culture

and went through an idea of stability, linearity, homogeneity and standardization.

Currently, it is difficult to accept the vision that dominated the written culture because information

now circulates freely and it is broadcast in several ways, being subject to change, questioning and

replaced by the most current one. For this reason, there is a question concerning to how the school

and the university are still very limited to the use of books as a source of information, without

considering and exploring the messages entailed by other means of communication?

In trying to answer this question there can be various hypotheses rose that among them is: lack of

teacher´s preparation for the use of the digital technology; teacher´s resistance towards change, the

relationship the teacher establishes between technology and technicism; lack of reflection by the

teacher about the true revolution that the digital technologies are promoting; lack of knowledge

related to the contribution that the use of technology can represent to the learning process.

While being a teacher of information and communication technologies’ module in education, the

researcher became aware of the unsteadiness between evolution of the digital technologies and the

preparation that is being given to the future teachers. It is seen that once again, the university is being

“stepped on” by an advance that several social sectors have already put in practice or are trying to

insert while in education this insertion takes place very slowly. What one can see in the teacher

training courses is the use of technology by the learners and teachers only for typing and presenting

the assignments. Meanwhile, the researcher believes that this type of use of technology by the

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learners and teachers does not meet the needs so that they understand the transformations that are

taking place in society in relation to digital technology.

On the other side, currently there has been development of experiences at national level, in an

opposite direction, like the distance teacher training courses. In these courses, the learners and

teachers immerge in a proper digital culture environment and they are taken to an experiment of the

transformations it requires. These (teachers and learners) while self-eco-organizer look for alternative

strategies to respond to the risk and changes that appear in the transformations. The adaptation of the

learners and teachers to these situations is risky meaning that these need to have a flexible posture,

skill to respond to difficulties, lack, impositions and challenges.

In unstable way of live one lives today, to adapt means to be open to changes “to be self-organizer

that designs strategies of life, of insertion, of fight, etc. adaptation finishes when it moulds itself to

regularity, constancies and determinism of environments. It becomes adaptation to risks and changes”

(Morin, 1980:49).

It is in this way that the researcher insists on the thesis that the distance education must not be

considered as an alternative or compensatory method of the face-to-face teaching, but as an

opportunity to rethink about education as a whole.

So, as advantages of distance education there is: removal or reduction of obstacles of access to

learning, flexibility, especially with the regard to the learners´ permanence in their family

environment; use of multimedia resources; active learning; facilitating contact and exchange of

experience with teachers and pairs. At resources level, there can be outstood the videoconference or

video telephone that allows audio and video information exchange with no significant delay, in the

same way, from a computer with internet linkage and from electronic emails so that the instant files

exchange is possible.

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6.2 Findings

6.2.1 Factors that stimulate the natural sciences and mathematics teachers in taking

masters courses

The demands that are promoted by the globalization today are felt in several aspects not only at

organizational levels but also at individual. It is understood that information can get to any part of the

world in a rapid way or in a real time. This new scenery has been establishing changes of political,

economical and social character that affect principles and values and these are felt in people´s daily

lives changing at the same time, the old habits.

The new technologies have been invading organizational environments and the universities are not

out of this context. These new technologies have been causing a reaching impact in the organizations

and providing new services, ways of working, tasks flow, new skills and competences. This idea is

reinforced by Morgan (1996), who states that there were changes in the nature and style of the

organizations as a result of the use of the computers, as the tasks that previously were accomplished

by specialized or semi specialized people are now fulfilled electronically, which made whole sections

or organizations level totally redundant, in favour of others of higher value. The interface of

electronic instruments takes place of relationships nets among the people, which are replaced by new

types of operators, programmers and specialists in informatics. This has been affecting the

organizational processes that demand organizations to seek for excellent in the services they offer.

Considering that the human beings are the major actors of the production factor, the strategic

planning area of the Human Resources of the Ministry has been trying to define new profile for

teachers. Feeling new impacts caused by the tecnhological advance, the researcher looks through this

study, for the creation of conditions that allow teachers take specialization courses, masters and PhD.

The researcher tries to promote higher level of teacher qualifications aimed to improving the services

offered.

6.2.2 Reflections about the masters’course

The specialization course is set up in an eclectic training conception, giving emphasis to cognitive

and personalist perspectives on the explanation of the human development (and of professional

development) and of orientations of the teacher training of the humanist and problematic character.

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Consequently, the course will train professional teachers, with skill in teaching in secondary

education in the natural sciences and mathematics subjects, able to use scientific and technological

competences correctly and understand critically the social, political, historican and economic realities

that contextualize the cultural behaviours necessary for the wholly citizenship in the context of the

Mozambican society.

Taking into account the aims mentioned above, the following are the objectives of the masters for the

teachers willing to attend this course to teach in the secondary schools of general education in the

sciences area:

A dynamic construction of knowledge and competences necessary for the teaching

career;

Manage learning situations that are suitable to the purposes of the curriculum syllabi of

the secondary education so that they promote competences on the learners in the know

how and know to be domains;

Evaluate the proper process of the construction of a personal acting model;

Develop research projects.

The masters’ course plan in teaching in the secondary education is a cycle of studies with duration of

four semesters corresponding to 120 European Credit Transfer System (ECTS).

With an end of contributing for the professional training of the sciences teachers guided by principles

that support a solid training and which is based on the specific contents that are considered core for

the teaching practice in the subjects of the secondary education, the masters predicts in the first phase,

the scientific and professional training that enable:

The teaching of biology in the secondary education;

The teaching of physics in the secondary education;

The teaching of mathematics in the secondary education;

The teaching of chemistry in the secondary education.

The changes that have been taking place in the post graduation training panorama in Mozambique

demand for a need for a profound reconstruction of courses and processes of the teacher training in

the context of several organic units of universities delivering initial teachers.

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On the other side, the changes in the regulations at pedagogic stages and to the teacher trainees statute

and the changes related to the academic profile for teaching, disseminated by the Ministry of

Education, demanded for new roles of the teachers training institutions (universities and schools) and

direct intervenients in the process of professional training for teaching (facilitaters, cooperating and

orientating teachers).

The creation of studies cycle in the training area for teaching of sciences in the secondary education

will ensure that the candidates to teaching in this area acquire specialization of the academic nature

that enables the acquisition and domain of research competences and in this way, this will ensure the

development of competences that are necessary for entering teacher´s profession.

The educational project subjacent to the curriculum development of this masters’ course aims to,

consequently, develop, deepen and transform knowledge and competences acquired in the

specialization area, during the initial training, integrating in a whole and articulating wisdom that is

related to distinct scientific areas that are linked to training for teaching: education, specific didactics

and specialization areas.

The process of construction of teacher´s didactical knowledge in the secondary education will imply

the deevelopment of knowledge and competences that will allow teachers to:

Conceive and develop curriculum of their subject or teaching subjects that is suitable to

their working context, through planning, organization and evaluation of the educational

environment as well as of the activities and curriculum projects in articulation with the

other learners´subjects aimed to construct their learning;

Observe learners and identify their characteristics, their needs and establish with them

quality educative relationship, promoter of inclusion, security and autonomy;

Fulfill teaching activities promoters of learning within the scope of curriculum

objectives of the subject or subjects of teaching and of the cross cutting curriculum

areas and evaluate the students´ progress;

Work in collaboration with other teachers and educational actors in the construction,

fulfillment and evaluation of the project of their institution, trying at the same time the

involvement of families and community;

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Fulfill their own training as a constructive element of their professional practice,

analyse the existing problems in this practice and examine and evaluate strategies and

actions for overcoming them;

Use research methodologies and critical analysis that will allow observing, describing,

analysing, reflecting and concluding about phenomena of the reality of the teaching and

learning process.

The study cycle presented here, as it was referred previously, has a duration of four semesters that is,

120 ECTS. This creditation integrates:

a) a specialization course, made up of a set organized curriculum units, that is, 66 ECTS

(55% of total creditation of the study cycle); and

b) a teaching practice of professional nature, on the model of supervised teaching practice,

object of a final report, that corresponds to 54 ECTS (45% of total creditation of the

study cycle).

In this legal framing, the distribution of numbers of credits in the specialization course corresponds to

the balanced and integral development of the prefigured competences in the training components for

teaching established by law, privilegiating the scientific area of didactics within the scope of the

training period, as it is a scientific area predominantly expressed by the student´s effective work.

In the course of specialization there is inclusion of a curriculum unit in the specific scientific subject

area chosen by the students, corresponding to 6 ECTS, with the aim of correcting some weaknesses

shown by the students and which are related to the contents that they are eventually going to teach.

Like what was described in the previous paragraphs, there is a need of developing, trasform and

deepen, articulating in a coherent way, knowledge and competences acquired at the level of initial

training, aimed at training professionals in the respective options with competences in:

1. management and the constant deepening of knowledge of contents that are suitable to

the exercise of the teaching profession of the secondary education teachers in the

specific areas of specialization;

2. use of knowledge and competences of psychosocial and pedagogic nature oriented to

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the solving of problematical situations in the educative action;

3. the use of a repertory of action and reflection strategies that ensure the establishment of

a pedagogical environment from which the lesson is built with an educative community

that promotes the development of knowledge, attitude, values and competences of

several students that it integrates;

4. the use of research methodologies and a critical analysis that allow to observe, describe,

analyse, reflect and conclude about phenomena of the reality in the teaching and

learning process;

5. Use of specialized speeches, suitable to diversified audiences within the scope of

communication of knowledge built by themselves;

6. The pursuit of a process of an autonomous learning, self and continuous.

The integration of these competences will be made in a special way and within the scope of the

teaching practice, placing the student in the school institutions that cooperate with the secondary

education. In this professional environment, the student will integrate the teams that meet to develop

common projects that are core to their professional training.

The invasion of technology has been replacing and even eliminating several functions not only

in the public service but also in all career employments. This new demand seems to influence the

organizational culture and the behavior of natural sciences and mathematics teachers. Reinforcing this

idea, Morgan (1996:116), states, “The organization is a cultural phenomenon which varies according

to the steps of development of society”. So, the section that follows aims to responding the upcoming

indagation: “what factors stimulate teachers to take masters courses?”

6.3 Recommendations

6.3.1 Motivation and stimulus

There are major differences between motivation and stimulus: “The study of motivation is a search

for explanations for some of the most intricate mysteries of the human existence, its proper actions”

(Bergamini, 1977: 84).

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“Motivation is not a form or a special impulse to be found on a certain place within the organism. It is

a term used to many organic and environmental variables that make several stimuli important to an

organism” (Catania, 1999: 77).

Bergamini (1989:106), states, “Motivation comes from the human needs and not from those things

that satisfy such needs”. Yet, he states (p.107), “People do not do the same things for the same

reasons”.

The human behavior results from the interaction of the economical, psychological, political,

anthropological and sociological factors” (Aguiar, 1981:16). “The human being is a type of a

psychological organism that fights to satisfy his needs, pursuing a complete growth and

development” (Morgan, 1996: 45).

“The individual, in being stimulated, interprets information received not only from the cognitive or

perceptive factors but also motivational so that he improves or defends his self image (Atkison et al,

1995: 562).

According to Nuttin (1983: 179) “the human cognitive functions are not reduced to the knowledge of

things the way they are, they also build projects of change, projects that guide actions of the

individual”. “The stimuli are events in the world and the responses are the instances of the behavior”

(Catania, 1999:29).

6.3.2 Simuli from the external environment

According to Aguiar (1981: 83), “the behavior standards of an individual and the way society is

structured are indicators of the cultural aspects”.

For being an organization, always defined as a social system of higher amplitude, there is also a need

to consider the cultural organization with its beliefs and values that influence the people that it

composes (Etzioni, 1971).

Culture is a set of values, expectations, attitude, beliefs and customs shared by the members of a

group, nation or religion (Aguiar, 1981; Godoy, 1995; Souza, 1978).

The same way organizational culture is made up of beliefs, habits, values, customs; people have their

own personality and are part of an organization. The human being personality is made up of

biological factors that in interacting with the environmental factors, according to Aguiar (1981),

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modify the biological factors and allow or do not allow its development. Aguiar yet states: the

process of incorporation of facts modifies the proper characteristics of behavior. This modification

takes place in the process of interaction of the individual with the environmental factors that

surrounds him.

De Masi (2001: 164), states, “The progressive intellectualization of all human activity is a value

emerging from a post industrial society”. The accelerated technological development introduces

economical, social and cultural mutations resulting in changes in the employments and work as well

as behavior of the individuals (Cerdeira et al, 2000).

The current working and non borders market, where technology of information allows information in

a real time, from any part of the world, allowing even more tele works, requires a new professional

profile, which demonstrates qualifications, competence, specialization and general vision. The

demands of the world of work and of the globalized society require human capacity that is projected

through qualifications, professional development and creativity as well as the professional career.

Aidar (1995: 65), states, “By the time the enterprise competitions become more challenging and the

technological advance more rapid, the definition of quality as technical conformity is losing its

importance (...)”. In this way, the greater challenge becomes qualification of the individuals so that

they are capable for the competitive market, are able to be employed and commit themselves to the

professional growth.

The new employment model that is being developed makes an individual responsible for his

professional career and not for his employment (Kovacs, 2003).

6.3.3 Stimuli from institutional environments

“The environment is considered a system of stimuli that evocate on the individual a complex of

reactions aimed to producing certain behavior, that is, a suitable response to the stimulus. These

stimuli may have unpredicted consequences by the organization” (March & Simon, 1981:61-62).

Tolfo (2000:14) states, “The instability on the organizational environments generates different

strategies for the working process administration, and the worker that levels becomes more educated,

participative and multipurpose.

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According to (2001: 23), “in each moment of new lives, there is a pursuit in an instinctive way, plan

and program actions for future, that is, the human brain is always trying to abstract a meaning of the

future”. “These plans are future hypothetical conditions of the environment in which we establish our

relationships, and as our memories “future memories” provide a subconscious guideline to help us

determine what received information is relevant” (De Geus, 2001: 24). “The interaction of several

environmental factors such as economical, psychological, social, anthropological, biological, political

and cultural result in a dynamic that is responsible for training, development and change in the human

behavior that is not stable” (Aguiar, 1981: 17).

With the regard to the cognitive processes and the human behavior in the organization, the basic

perception for the understanding of behavior, once the perceptive process allows that people build

their reality. However, perception receives influence from environmental and internal factors of each

individual (Aguiar, 1981).

“The organizations are not conditioned only by the respective environments but also by the

unconscious interests of its members and by the unconscious forces that determine the societies in

which they exist” (Morgan, 1996: 216).

6.3.4 Individual Perception of stimuli

According to Bowditch and Buono (1992: 69), “the major determiner to the perception of an

individual is its personality”. Personality receives in its development influences from the biological

covering, from socialization and from experimented sensations (Aguiar, 1981; Bowditch & Buono,

1992). That is why people have different perceptions of reality because personality of each person is

unique.

The perception of stimuli takes place through sense organs such as vision, hearing, smell, taste and

touch “The individual perception of stimulus refers to the process through which people receive,

organize and interpret information of their environment” (Bowditch & Buono, 1992: 75).

6.4 From adaptation of the materials

The selected materials for this exercise were part of a common program of face to face lessons of the

master’s course of one of IHE responsible for training natural sciences and mathematics teachers.

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Bearing in mind that there was distance education in the referred IHE and the e-learning was a

reality, there was the feeling to design a test in video-conference. This way and because the materials

were already in an electronic version for its exhibition with support of data-show, the process for its

adaptation was swift and flexible.

And because these sessions were preceded by a face-to-face lesson where the students participants of

this study were explained the objectives and told the place of the virtual sessions, the support

materials of this module were given in a form of hard copy.

6.5 From the learning conditions

The multimedia environment uses technology in informatics to organize rationally information in

virtual scenaries of interactivity and stimulate learning. These scenaries simulate dialogues with the

students and present several situations that provide also the possible alternative answers. The aim of

this process is that the learning environment provides the necessary conditions so that people become

authors of their discoveries.

Regardless the name it takes, what characterizes this strategy (or model, as some prefer) educational

is, in the last analysis, the separation between the teacher and the student. The contact among these

two characters is immediate. This means that this happens through other resources that are not oral

exhibitions of the teacher. In this way, it can be said that in the distance education, the teaching

activity takes place in a moment prior learning (in the more precise terms, to the initial learning

effort, as it is understood that learning is an internal process that is not restricted to the moment of

contact of the student with his teacher).

For that, there was an intense work developed for the preparation of the learning sessions involving

technicians, engineers and pedagogics. The study center was organized in a private IHE. This IHE

provided also well equipped and air-conditioned resource centers.

6.6 About online sessions

The way in which the formats are conceived and produced is extremely important for the

learners/students motivation.

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The quality of formats used is the first sign of the training quality. In not obviously being the unique,

the quality of the training formats is determiner of the learning success. In this case, the curriculum

contents were distributed to the students is a video-conference format as the table below shows 6.1.

Figure 6.1: scheme used in online sessions

The video-conference is an efficient tool that can be used in distance education. This system can be

integrated in the teaching process, with a minimal adaptation in the course curriculum and conceived

to ensure communication, video and audio among other communication points.

Many video-conference systems use digital video to transmit images in movement through

information nets that use only processing technologies and flow of data.

a) Advantages

Video-conference can be efficient for allowing a visual contact in a real time, be it between students

and their teacher or among students themselves in different places.

The meetings between schools besides the sessions of distance training, this type of equipment can be

used for multiple activities within IHE, namely, for the meeting between IHE and any student,

students with small interaction, students from other IHE at national and international level, work

meeting with teachers, etc.

Integration on the net of video-conference – the introduction of video-conference systems with higher

quality and availability will generate a significant increase in video-conference equipment in school

institutions. The existence of video-conference systems in institutions makes them be suitable

candidates to expand their activities to the study centers, encouraging and motivating the students

through virtual activities.

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Innovation image – the creation and implementation of this academic platform allows the

transmission of an innovation image and technical capacity in the field of audio and video by the

involved school institutions.

Provide information channel to institutions – this channel by aggregating a greater set of information

can also call more visitors than the usual informative channels of each institution.

b) Disadvantage

It is necessary to pay attention to the evolution that this media presents and understand what the

characteristics are and susceptible functions to be used in distance education contexts.

With the existing technologies, it is possible to have a computer connected to several points

simultaneously. So, to access to multiple conferences through a digital telephone system is a reality.

At the same time, the access to several telephone lines will become a complex task is small means.

The other point to consider is related to the cost, that is, if the cost of each call is multiplied by the

quantity of lines used, it can be an eliminating factor in the use of these technologies. The video

conference presents, besides these disadvantages, other negative aspects like the higher cost of

equipment and the booking of the digital telephone lines.

The organization of sessions is very important for the success of training. Therefore, it is necessary to

predict communication problems that may arise in the dialogue teacher/learner and in the structuring

of the session that require feasible solutions to sort them out (Vandergrift, 2002).

In fact, in the course of the first online session there were some communication problems. Due to the

reduced and floating transmission speed (because it is shared), there was greater interference in

communication that ended up interrupting the session.

6.7 Evaluations of the sessions

The purpose of evaluation consists of determining if the methods and materials are suitable for

reaching the goals and objective drawn.

There are several types of evaluation that can be used in the distance education (Santos, 2000).

Students´ evaluation, which aims to comparing knowledge and skills developed by

them. This evaluation can be given using tests or final, individual or group tasks, given

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at the beginning of the course (pre-tests), during and after finishing the course (post-

tests), depending on the interest, needs and progress of the student.

Evaluation of training that can be used to review the course throughout the period it is

implemented. To verify if the objectives are suitable as well as the level of individual

satisfaction, the student´s opinion about the pragmatic, positive and negative aspects.

Evaluation of the system, which allows evaluating the technologies used, evaluation,

understanding, services, duration and organization.

For the objectives of the current study, it is important for the researcher to give a partial evaluation of

training and system through the use of statistical analysis that is supported by the statistical package

SPSS. For that, there was a questionnaire applied to the students for the objective of gathering data

was to get their opinion regarding the module of the post graduation course and for the purpose of

introducing a platform of distance education at that level of teaching. The use of this methodological

instrument was via e-mail, involved all students enrolled in the masters’ course in natural sciences

and mathematics. From the evaluation it was felt that videoconference was a valuable means in

learning of the proposed content, which shows its potential use as a strategy for teaching and

learning.

The researcher believes that from the first experience, the outcomes got show that the

videoconference is a means used for facilitating learning and not as an end in it. In this context of

transformations that the world lives currently, there was technology shown that can be used so that

learning is effective.

There were unanimous responses from the students of the master’s course in relation to the questions

in the evaluation instrument of the distance education module (Appendix B, see page 227). The issue

related to motivation divided the group of the students in relation to the moment in which the

discussion should take place. Motivation is fundamental for learning to take place and this must

always be considered in the evaluation of a project on the video-conference perspective because if the

students are motivated, they are ready to carry on a teaching and learning process.

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The proposed objectives were fulfilled at 100%. This evaluation is reinforced when 100% of the

students show interest in participating in the other experience.

6.8 Conceptions and models of reflective practice on training

This section has a literature review about the conceptions and models of reflective practice. It presents

several understandings of the reflection conpcept and its contents, the necessary conditions to the

development of this process, its role in the teacher´s practice and the characteristics of the reflective

teacher. In the second part there are some models of the reflective practice based on the relationship

between action and reflection.

The acknowledgement that the teacher plays an essential role in the teaching and learning process, has

been conducting an increased interest in the teacher´s study and his or her practices. Without

forgetting the importance of several factors that influence the quality of teaching as a social

organization at school, the material resources, the curriculum, etc., attention has been addressed to the

teacher has responsible for the nature and quality in teaching (Pérez, 1992). What the teacher does in

the classroom in terms of tasks that he or she suggests, the learning environment that the teacher

provides and the type of speech that the teacher develops, influence the students´s learning. That is

why it is always important to analyse the proper teaching process aimed to “understanding how the

professionals solve the conflicts and dilemas that they come across in their day to day life, what

competences manifest when they put into practice an innovation and what knowledge composes their

professional knowledge” (Guimarães, 1996: 10).

Associated to the importance given to the teacher´s study, the issues of knowing how his/her

knowledge is formed and develops has been bringing about some attention from the researchers and

educators. The reflection about the practices is one of the aspects that have been refered to as being a

basis for the development of professional knowledge of the teacher. For example and according to

Serrazina (1999a), it is through reflection about the practices that the teacher is able to evaluate in a

critical way his/her performance. In so doing, there is some comprehension developed about his/her

practice enriching his/her repertory and improving his/her capacity of solving problems (Schön, 1983).

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6.8.1 Conceptions of reflective practice

Reflective practice and reflective teacher are terms that started being used insistently in the United

States of America as a reply to the technical rationality model (Pérez, 1992), on which the teaching is

an activity where the problems are well typified, falling to the teacher the role of applying the

scientific theories. Currently, the conceptions of teaching and of the teacher appear in a such way

associated to the concept of reflection that make it difficult to find teacher training proposals which do

not refer to him/her. However, reflection is not a new concept in the educational literature and the

notion of reflective practice has been widely used in the teaching context.

For Zeichner (1993), the term reflective practice besides having become in a slogan of the teaching

reform and teacher training worldwide, it has been used by researchers, trainers and teachers with

different meanings. This author describes four historical traditions of the reflective practice that in his

understanding coexist in the initial training: (i) academic tradition in which the reflective practice is

restricted to knowledge translation of the subjects for the development of comprehension of the future

teacher, (ii) social eficience tradition that is related to the use of teaching strategies which result from

the research, (iii) developmental that stresses a reflection on the students´s development and, finally,

(iv) social reconstruction tradition that stresses a reflection on the social and political schooling

context.

Also Calderhead (1989), cited by Zeichner (1993) considers that the reflective practice has been

justified in several ways in the professional training context. According to the author, the several

contexts of the reflective practice vary according to four dimensions: the reflection concept, the

previous conditions to reflection, the reflection content and the reflection product. Before presenting

the characteristics of a reflective teacher and before analyzing some of the models of the reflective

model, the researcher proposes himself to dicuss several aspects of the reflection process according to

the dimensions presented by this author.

6.8.2 Reflection Concept

Greater part of literature about this issue inspires itself on the works of John Dewey, namely, in his

book published for the first time in 1933, entitled How we think. For this author, the reflection consists

on “active examination, persistent and careful of all beliefs or supposed forms of knowledge, in the

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light of the principles that support them and from the conclusions so that they tend” (Dewey, 1989,

cited by Infante, Silva & Alarcão, 1996:157). Dewey characterizes in this way the reflection as an act

that involves an deep analysis of what is believed or of what is commonly done, evidenciating the

motives and consequences of those convictions or actions. For this author, there is a greater distinction

between the human reflective act and the routine. This is, above all, guided by an impulse, habit or

submission to authority. On the contrary, the reflection consists of questioning, based on the goodwill

and intuition and implies seeking for logical and rational solutions for the problems.

According to Shulman (1987), the reflection is above all “the process from which the professional

learns experience” (p. 19). And what does the teacher do when, in retrospect, analyse the teaching and

learning, reconstructs the events, the feelings and the actions. For this author, the reflection can not

only be looked at as a mere disposition or as a set of strategies, consisting on the use of a type of

specific knowledge which is called analytical knowledge that is considered fundamental for the

support of the teacher´s work.

For Schön (1983), greater part of our actions goes along with thought and judgement. We not only

think about what we do but also when such actions take place. This author considers that both

constitute forms of reflection: a reflection about the action and the reflection in the action. In

describing reflection in the action of a reflective teacher, Schön (1992a) refers to four moments that are

part of such process: a first moment is characterized by the availability that the teacher has in

surprising himself with what the student does or says; within the second moment the teacher reflects

about what the student did or said; the third moment is characterized by an attempt of reformulating

the proposed issue to the student; and finally within the fourth moment, raises a new issue to test

hypothesis that formulated about the student´s way of thinking. Reflection about the action relays on

the attitude, strategies and thoughts that takes place at the end of the teaching activities. So, when the

teacher reflects about his/her own experience, in his/her questioning processes, in his/her attitudes and

strategies, thoughts and decisions, is reflecting about the action besides these two forms of reflection,

Schön (1992a) yet presents another reflection process that can be carried out afterwards: a reflection

about reflection on the action.

For Alarcão (1996a) this last form of reflection is fundamental for the development of the teacher´s

professional knowledge, by helping the teacher understand future problems or discover new solutions.

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In her perspective, reflection serves as a specialized way of thinking taking the subject into a

questioning process of knowledge and experience and requires a self-understanding attitude and

understanding of the surroundings. So, for this author, to be reflective is above all, “have the capacity

to use thought as a provider of sense” (Alarcão, 1996a: 175). Dealt with as a capacity, it is possible

and desirable to be developed according to a set of favourable conditions from which sticks up the

personal involvement and the sense of discovery.

Darsie and Carvalho (1996) retake the concept of “withdrawn reflection” from Astolfi (1991) and

Peterfalvi (1991), state that it is a process from which the subject is taken to a thought, on the second

place, about self actions or intellectual activities. These authors consider that it is through a distance

look about the object of learning that the teacher builds new knowledge or new understandings of

known things. These authors yet refer that the withdrawn reflection about learning can unleash a

reflection about action like what Schön defined but it does not drain on it.

Refering to the nature of the reflection process, Pérez (1992:103) states, “ a reflection is not a «clear»

knowledge, but a contaminated knowledge resulting from contingences that surround and impregnate

the proper vital experience”. For this author, reflection can not only be looked at as an individual

psychological process regardless of the context and social relationships. In implying an analysis of

experience of each person, reflection implies also a set of values, connotations, feelings, social and

political interests inherent to such experience.

6.8.3 Previous Conditions to reflection

Considering the reflective action as a process that besides implying a search of logical and rational

solutions aimed to problem solving, it implies also intuition and passion, Zeichner (1993:18) states

that it can not be dealt with as “a set of techniques that can be packed and taught to the teacher”. For

this author, reflection does not consist of a set of steps or specific procedures. In the author´s

perspective, to be reflective is above all, a way of being a teahcer.

Pollard and Tann (1989), although they share the idea that the process of reflection involves aspects

related to the nature of each person, desire and intuition, they consider also that these require certain

flexibility, rigidity on the analysis and social conscienciousness, aspects that in their opinion are

fundamental and passible to be developed. These authors present and describe three types of

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competences/skills that they think are necessary to the fulfillment of the reflective teaching: (i)

empirical; (ii) analytical and (iii) evaluative. The empirical competences are related to a perception of

what happens in the classroom and at school and implies the capacity to gather data, describe

situations, processes, causes and effects. The data includes not only the description of what is done and

of what is observed but also the feelings and thoughts. The analytical competences correspond to the

competences necessary for data interpretation, fundamental for the construction of theories. The

evaluation competences involve the capacity of thinking on the educational consequences of the

developed work and of being able to use the outcomes in future experiments.

Also Marcelo (1992) recognises the importance of these competences by saying that the teachers have

to dominate a set of dexterities or cognitive skills and metacognitive inherent to the reflection process,

being fundamental that the teacher´s training, be it initial or permanent, propitiates its development.

However, he considers that these dexterities or skills, though necessary, are not sufficient.

Dewey (1989), Cited by Marcelo (1992) describes a set of attitudes and personal teacher´s

predispositions that are indispensable in the reflective action. The first, an open mind, is related to the

desire for listening and respect different perspectives, taking into account possible alternatives and

recognising the possibility of a mistake/error. This attitude forces “an examination of the reasons of

what happens in the classroom, investigate the conflictual evidences, look for several answers for the

same question, reflect about a way of improving what exists, etc.” (Marcelo, 1992: 62). The second

attitude, of responsibility, implies considering the consequences of the developed and planned work,

giving certain coherence to what is defended. It is above all, a careful deliberation of the consequences

of a certain action or actions. Lastly, the third attitude necessary to reflection is enthusiasm. That is, a

predisposition to be questioned, curiosity to be looked for and energy to be renewed.

Also Zeichner (1993), based on Dewey´s ideas, emphasizes the importance of these attitudes in the

reflection process. However, warns that responsibility attitude is not related only to the issues of the

immediate use such as knowing if the objectives and goals were reached and if they were established

at the beginning of a lesson. In this author´s opinion, responsibility implies reflection about three types

of teacher´s working consequences: “personal consequences – the effects of the teacher´s teaching on

the learners´self concepts; academic consequences – the effects of the teacher´s teaching on the

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learners´intellectual development; political and social consequences – the effects of the teacher´s

teaching on the learners´lives” (p. 19).

6.8.4 Reflection Content

Zeichner and Liston (1987) establish three different reflection levels or analysis of the school reality.

The first, which is called technical reflection, corresponds to an analysis of the explicit actions of the

teacher. It consists of on the analysis that the teacher does in the classroom and which is possible to be

observed. For example, the way the teacher moves in the classroom, the questions the teacher makes,

the way the teacher manages several situations in the classroom that occur, etc. This level of reflection

centers itself on the events of the classroom and on the teacher´s actions.

The second level implies planning and reflection. The planning corresponds to what is to be done,

according to the knowledge the teacher has about the techniques of instruction and about interests,

needs, difficulties and learners´ learning styles. Reflection corresponds to the analysis of what

happened and what was observed in the light of theoretical knowledge that the teacher has. This

theoretical knowledge includes issues about the nature of the subject that is taught, the learning

processes, about learners and the vast schooling objectives. There is here a worry about the

presuppositions, values, consequences to which they are linked to (Amaral, Moreira & Ribeiro, 1996).

The last level, which is called for its level of ethical considerations, includes ethical analysis or

teacher´s political actions and the teacher´s contextual repercurssion. Reflection falls on the way the

institutional and social structures influence the teacher´s work (Amaral et al., 1996). This level of

reflection is, on the Zeichner (1993), perspective that is important for the development of the teacher’s

critical consciousness about their teaching and the social conditions that model their teaching

experience.

6.8.5 Reflection Product

According to Shulman (1987), reflection is a process from which the teachers develop new

compreension be it of the objectives and of the teaching materials, as of the learners and their learning

processes. When the teacher, retrospectively, rebuilds the events, remembers the emotions and

confronts with what happens with the initial objectives, develops a new comprehension about its

teaching.

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If Shulman attributes to reflection a fundamental role in the development of a new comprehension,

Schön (1983) stresses its importance on the changes of the teacher’s practices. For this author,

reflection is a process, which allows the enrichment of the teacher´s repertoire, and improves the

teacher´s capacity of problem solving. Through reflection on and about action, the teacher increases

knowledge about the teaching and learning processes. Each new experience of reflection, about what

happened and about what is happening in the classroom, will increase the teacher´s capacity to act and

this will help the teacher in future decision taking. For Schön, reflection constitutes above all, a way of

dealing with the practice problems. In trying to put new possibilities towards situations that take place

daily and in his activities, the teacher understands his teaching and increases his capacity if identifying

problems as well as the implementation of their solutions.

In the same perspective, Morais (1993:28), considers that “reflection about the practices determines

new practices that are more adjusted and more efficient”. For this author, besides the good knowledge

of the learners and of the teaching and learning strategies, the teacher must develop reflection

capacities that will allow him or her solve the problems that take place in the classroom in a fair way.

In other words, it is from reflection about the strategies used for the improvement of the learners´

learning that the teacher changes and adjusts the teaching practices. She states also that the

reflection/action process constitutes a “generator of a formative research towards the situations that

take place in the classroom” (p. 28), by developing the introspection capacities, by giving room to the

ideas from others and by analyzing other alternatives and new implications.

Darsie and Carvalho (1996) recognise the importance of reflection, which, is understood as withdrawn

reflection, in the rebuilding of teachers knowledge. According to these authors, reflection consists of a

process that leads to conscious taking of the proper knowledge, theoretical or practical, from which it

is possible, a reorganization of such knowledge. Including in the reflection “distanciada” reflection

about an action, these authors emphasize its importance in rebuilding teacher´s practical knowledge

that allows him or her to face practical situations and at the same time, trying to improve and modify

it.

Thompson (1992) considers that reflection has a very important role in the changes of the teachers’

beliefs. Suggesting the existence of an interaction between conceptions and practices, that is, between

what the teachers think and what teachers really do, this author sees reflection as a key factor to enable

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them reorganize their actions and beliefs. Also Serrazina (1999a), considers that reflection has a

fundamental role in the change of the teachers practices and beliefs, being able to contribute for the

substantial reorganization of the teaching and change of the teachers´ knowledge.

Zeichner (1993) emphasizes the importance of “critical reflection” about social educational

implications. Even recognising the importance of reflection about the aspects that are directly linked to

instruction, this author calls attention for the need of including the more general aspects that are

related with the teaching and with the social conditions that influence. For this author, the teachers

must not concentrate only to the efforts in the seek of more effective and efficient means to reach

certain objectives, considering fundamental that there should be questions about the political and

social consequences of their teaching in learners´s lives. The author criticizes those who accept

passively the daily reality of their schools, defending that reflection viewed in this way, will have an

emancipating role of the teaching class. Through the critical analyses and discussion, of what the

author calls practical teachers theories, these will have more sayings about the development of their

profession.

Also for Alarcão (1996a), the role of reflection is not stuck in a possible structure of the action, being

fundamental to allow the teacher´s increasing autonomy. For this author, the object of reflection must

include not only the teacher´s activity but also teacher´s function, which imply the knowledge about

the reasons of their actions and consciousness of the role the teachers play. In this way, the teachers

can conquer the necessary autonomy which, will allow them become active agents of their self-

professional development and the functioning of their schools.

6.8.6 Characteristics of the reflective teacher

Korthagen and Wubbels (2001) present four characteristics that they confer to a reflective teacher and

a set of aspects that are related to the development of this capacity. Some of these aspects are

generated not only from the proper reflective characteristics that the teachers own but also from their

background. The authors refer specifically to the type of training that they had and to the type of

situations that they have come across throughout their lives.

The first characteristic that Korthagen and Wubbels (2001) confer to a reflective teacher is related to

the importance that is given to the proper reflection. Besides the capacity of structuring situations and

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problems related to with the teacher´s practice, a reflective teacher considers fundamental to make it.

This attitude has its reflections on the type of work that the teacher develops with the learners,

stimulating them to reflect. The fulfillment of research activities that involve certain structure by the

learners themselves, are examples of work that the teacher with this characteristic values.

On the second place, a teacher with this capacity analyses his or her practices, asking him or herself

issues such as: What happened? Why it happened? What implications had my acting about what

happened? What should I have done differently? According to Korthagen and Wubbels (2001), this

posture is very often related to previous teachers’ experiences, namely, how they come about the

situations that required a certain structuring of their problems. They consider also that the way the

teachers respond to these issues is influenced by the image that they have of themselves as

professionals. For Korthagen and Wubbels (2001), the teachers that own a higher self-concept of

efficiency centre reflection on the learners, learning while the ones that own a negative idea of their

efficiency tend to focus on themselves.

For these authors, another characteristic of a reflective teacher is the facility with which the teacher

identifies aspects above which needs or needs to learn, allowing the teacher structure in a clear way

the proper teaching. In this way and according to these authors, the reflective teachers present also

higher predisposition in writing and in talking about their own experiences and they develop a higher

degree of professional satisfaction easily. These results are from a comparative study fulfilled by

Korthagen and Wubbels (2001), which includes teachers taking an initial teacher training course

where reflection was an aspect that was highly valued and a control group.

Finally, according to Korthagen and Wubbels (2001), a reflective teacher is able to describe and

analyse his or her acting in interpersonal relationships with others. They consider that this aspect

assumes particular importance in the improvement of the relationships that the teacher establishes with

the learners and on how he or she deals with their individual needs.

6.8.7 Models of the reflective practice

As it was seen previously, the term reflection can have different meanings according to the

understanding that is got of its nature, of its contents, of its role and of the necessary conditions to its

fulfillment. The term reflective practice is currently being used in different contexts and with different

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meanings (Marcelo, 1992). A possibility of analyzing the different models of the reflective practice

has to do with the action and reflection such as it peoposed by Weis and Louden (1989), cited by

Garcia (1992). These authors, based on this relationship, identify four models of reflective practice

that are distinguished essentially by the moments and forms of reflection.

The first form is retrospection that presupposes a relative withdrawing to daily activities. This form of

reflection consists on the acquisition and personal analysis of whatsoever has happened in the

classroom, and on which the teacher rethinks his or her conceptions and considers his or her thoughts

and feelings. The information that is got is not related with the daily activities. It corresponds

beforehand to “information about principles of the procedures that are conceptual schemes relatively

permanent on the teachers” (Marcelo, 1992:64).

It seems to be in this way that Pombo (1993) perspectivates reflection in the initial teacher training

courses, for this author, the reflective activity requires from the future teachers “a critical withdrawing

relatively to the proper scientific and pedagogical competence” (p. 41). On the other side, stating that a

“reflection is an interrogative activity intentionaly oriented” (p. 41), the author defends that this

activity can not be confused with the common sensus, claiming it to the philosophical area. She

proposes the introduction of a reflective component in the initial training that must contemplate three

domains: educational reflection, that questions the major endings of education, political reflection that

discusses the meaning and the functions of school institutions and lastly, epistemological and

interdisciplinary reflection that develops the critical capacity of the teacher in relation to the proper

wisdom.

The second form, the exam, consists on the reporting of the events or passed actions, present actions

or actions that can occur in future. This form of reflection is closer to action by requiring the frequency

of events of the school life. The ones that use the concept of narrative unit as a way of having access

to teachers´ knowledge through their diaries, interviews or observation are examples of this reflection.

We can place in this perspective, Oliveira (1998), who considers that the narratives can have a very

important role for the promotion of reflection for the teachers´training colleges and professional

development. According to this author, the narratives are a way of representing knowledge resulting

from action. Besides being a way from which the teacher thinks about actions, Ramos and Gonçalves

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(1996) yet refer to its importance in the redimensioning the past and by creating new perspective for

the future.

It seems also that this form of reflection supported by Darsie and Carvalho (1996) for the initial

teacher training gives value to the use of diary for the written register after each daily lesson. For these

authors, the diaries allow the future teachers reflect about their learning, practices, experiences and

beliefs that can also promote reflection about teaching in general.

The third form of reflection is searching/indagation. It seems to be in this way that Alarcão (1996a) the

development of reflective practice by saying that the reflective teaching takes place through a cyclical

process which is called action-reflection-action. After this action, when the teacher describes what he

or she did or thought, becomes conscious of the reasons that made the teacher act and furthermore

interpreting them. Through interpretation of the teacher´s acts in confrontation with the teacher him or

herself and with others, the teacher determines aspects that he or she will alter in his or her practice.

Through this process, the teacher knows him or herself as a professional and becomes conscious of the

conditions through which he exercises his or her profession. It is in this way that reflection is

understood in this work.

Also, for Pollard and Tann (1989), reflective teaching develops through a cyclic process on which

teachers continuosly monitor, evaluate and review their practice. The cycle begins with the creation of

a plan with the decision taking followed by action. Monitoring the teaching enables the teacher to

observe and gather information about him or herself and about learners´intentions, actions and

feelings. Afterwards, this set of data must be analysed critically and evaluated and later shared and

judged and finally decisions taken. In the end, the teacher reviews his or her options and starts a new

cycle, planning and acting according to the outcomes of the reflection he or she does.

According to Marcelo (1992), this form of reflection, besides allowing an analysis of didactical

aspects of the teacher´s lesson, it allows also a profound analysis of the causes and the posture of the

teacher. For this author, searching/indagation introduces an intention of change of the practice

enriching/improving that other forms of reflection do not have/contemplate. This form of reflection

appears very often associated with the concept of research-action understood as a model of the

reflective practice that allows the teachers analyse their practice identifying at the same time strategies

for its improvement.

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Spontaneity is the last form of reflection. It refers to the teacher´s thought during the teaching act,

giving room for improvisation, problem solving and decision taking towards unpredicted situations

that occur in the teacher´s practice. This form of reflection is called by Schön (1983) as reflection-on

the-action and it is one that is found closer to action, by being a spontaneous way of teachers´acting

and thinking while it (action) occurs.

Lee and Loughran (2000), based on the Schön´s ideas, present a model of reflection-action. Towards a

problematic situation, the teacher builds a first idea about the way of solving a problem. This first

phase, called pre-reflective is influenced by feelings and emotions, normally of perplexity and

surprise, and by the way each teacher thinks about his or her work and by the meaning that is given to

such beliefs. This phase is characterized by the construction of a problem and by the attempt of

identifying their characteristics. The upcoming phase called by reflective phase is characterized by a

construction, that is, by change on the form how the teacher faces initial problematic situations. This

reconstruction is done according with the examples repertore, images, comprehension and teacher´s

actions. The last phase is called solution. However, the authors warn that, in this phase, the problem

may necessarily not be solved; there can be a better understanding that will serve as a basis for the

reconstruction and understanding of future problematic situations.

Summing it up, the review done enhances the multiplicity of interpretations of reflective practice

depending, essentially, on the concept of reflection that is adopted. It seems consensual that reflection

constitutes a process for which it is fundamental the existence of a set of attitudes and predispositions

that result not only from the proper reflective characteristics, which the teachers own, but also from

their training and situations that they come across throughout their lives. Reflection seems to build

also an important strategy for the development of a wider understanding about the teacher´s practices

and the teacher´s capacity of solving problems.

186

6.9 Conclusion

This study meets the current country´s need in expanding and disseminating knowledge and training

to the greater number of people.

As it was referred to in section 1.2 of chapter 1 the central problem of this research was:

Will Distance Education, in virtual learning environments, a feasible alternative for the

natural sciences and mathematics continuous teacher training, so that he plays his role

as a transformer agent of the Mozambican reality?

For its approach, the following research questions were made/asked:

1. How to diagnose the level of use of information technology and communications on the

natural sciences and mathematics teachers of the second cycle of general education?

2. What administrative and pedagogic processes orientate/guide planning and organization of

post graduation courses ministered via distance education in virtual learning environments?

3. What indicators can orientate the implementation and evaluation of a post graduation

course ministered via distance education and based on the virtual learning environments, on

e-learning models and video-conference?

4. What teacher´s competences in the classroom can be identified as a guarantee that the

objectives of the post graduation program were reached?

This study tried to respond these research questions advocating that the new technologies of

information and communication (ITC) are associated to specific objectives of teaching/learning so

that it becomes more supported, more participative, more reflected with more student and teachers

interaction, more continuous throughout learning. The ITCs and in particular the e-learning

technologies and video-conference offer to the teachers several possibilities to develop a model of

traditional teaching according to the new references for learning. The integrated academic platform of

e-learning and video-conference, offering a wider and integrated set of functions, allowing the

creation of distributed environments that can support new approaches of higher education.

On the other side, the interaction and the participation can be improved through communication tools

like a computer. This tool can efficiently be supported by the collaborative activities and these can

187

create enriched and authentic environments, creating at the same time, facilitating conditions for

understanding the learning environment to society and overtake the understanding of the local nature

(1993). The pedagogic strategies of higher education that use efficiently the technologies can promote

active learning (Laurillard, 1993) that is student centered, valuing their personal experiences and

participation. There should be emphasis on the strategy in which the learning is developed in social

environments and in environments that are culturally rich (Figueiredo, 2000) and which contribute for

the construction of development contexts of community virtual learning. There is here a reference

frame for the conception of support environments to the teaching and learning processes proposed by

Jonassen, the constructivist learning environments (CLE – Constructive Learning Environment).

In this way, in exploring educational and learning theories, one can conclude that there are no

definite answers due to complexity of the learning moment, that to have a commitment with learning

it is already an important indicator of the right path. This is because education ruled only to teaching

brought about low educational indexes. Would not then be possible for us to think about quality, in

any educational model, persisting in the same old pedagogical models, still stuck to behaviorist

education?

It is understood that there is no theory that responds to all questions from who teaches and from who

learns, but there are well defined indicators as this study suggests, if they can not ensure quality in

education, they can at least show some paths for that.

In this search there was reference in terms of the distance between information and knowledge. There

is a will of doubting the simplest discuses about “knowledge management”, “construction of

knowledge”, “knowledge dissemination” as it were something depending only on a simple exchange

of information. In this way, the researcher defends that knowledge is not built on its own; on the

contrary, it is built by the individual that gives meaning from his previous, explicit and implicit

knowledge.

The comprehension of quality in education can be understood as going through several variables, that

is, it is not only enough to have access to education or even to have access to learning. There is also a

need for ensuring more than that, as it requires outcomes of what is being learned. The outcomes

today point to an economical modernization and at the same time, to social development. The

outcomes of this study state that the distance education needs all of us and it also needs more

188

pedagogic cares than the face-to-face education so that quality is ensured. So, there is a proposal in

this study for an academical platform of distance education, which is based on virtual learning

environments and on e-learning models and video conference as an attempt of giving support to

processes and procedures of HEI that are launched in this teaching model.

This platform had its sustenance in the first two stages of the research that served as a base for its

development and it has shown that to be efficient and powerful in its validation according to the

outcomes shown in chapter 5. This validation reinforces the idea that for quality in education it is not

only the use of high technology nor the fundamental and updated contents that will ensure it, it is not

also sufficient the diversity of the resources nor the colourful lessons and animation objects while

there is no knowledge about the way things should go, there is no reason for going and how to get to

the way, the pedagogical management in inter relation with the technological and administrative

management is a determiner of quality of the distance education processes as it is responsible for

planning, preparation, operationalization and evaluation of the educational processes. Characteristics

like organization, discipline, autonomy, time management, tolerance, knowledge management,

criticism, collaboration and to know to deal with several information are essential for the

development of an educational project at distance based on virtual learning environments. However,

these characteristics do not fit only to the students but also to the teachers who are the conductors of

the process as pedagogic and didactical learning facilitators.

Be it on the conception or on the development of the VLE there should be attitudes, factual

information, data, observational processes, definitions, deductive and inductive inferences, problem

solving and learning strategies considerations.

In this scenery the teaching and learning process administered by the computer and specifically in

VLE takes a more flexible character. So, the teaching and learning process in this context seems to

take a more dynamic character and above all, the collaborative. The tendency is to amplify in an

accelerated way the offer and seek for the distance education courses in its several formats and

contents.

The Virtual Learning Environments (VLEs) are marked by a new time/space relation supported and

promoted by the digital technology increase. Besides this, this technology empowers communication

and interaction among individuals through different functioning available on the environment. These

189

individuals are able to communicate, participate, cooperate developing at the same time the

construction of a collective knowledge.

However, the lack of some clearly defined theoretical principles and suitable national policies gives

room for the reproduction of the face to face pedagogical practices in the Virtual Learning

Environments, yet in adaptations.

It is believed that the use of the VLEs in teaching and learning processes requires a committed

comprehension of this universe, conditions, cultural, institutional and social contexts to suit the

teaching and learning processes and give room to the didactical implementations necessary aimed to

offer conditions for the generalization of the learning experiences as well as they applicability.

Among the pedagogical challenges that these new spaces present for pedagogy, cognition sciences

and computing in the conception, development and implementation phases, there should be detached

the need for fundamented theoretical principles in the activity theory that orientates the organization

of the teaching work in virtual learning environments of support to learning in the methodological

and didactical aspects.

From the didactical point of view, the teacher whose role is teaching in the distance education must

have knowledge of a specific area but, above all, he must be able to use appropriate methodological

procedures, giving meaning to the curriculum and the teaching practices according to specificity and

peculiarities of the didactic and pedagogical objectives aimed to reaching, the target population as

well as the media used.

This thesis that had its fundamental objective to respond to a problem regarding the expansion of the

continuous teacher training in Mozambique, also ends up contributing to reflection about semi face to

face and face to face education. This evidence results from theoretical and empirical the analyses that

were carried out. For several times, it had become difficult to say that it was a reflection just for the

distance education as it became clear for the researcher that it was discussing education on its

plenitude.

In this way, there was an investigation in an attempt of responding to the general objective, which

was – Invest in the improvement of teaching in the classroom through natural sciences and

190

mathematics teacher continuous training based on the virtual learning environments – and specific

objectives that are organized in four major perspectives:

Diagnose the level of use of information technology and communications by the

teachers of the natural sciences and mathematics in the second cycle of the general

education;

Reflect on planning and organization of a post graduation course for teachers of

natural sciences and mathematics in the second cycle of general education to be

ministered at distance, in virtual learning environments, on e-learning models and

video conference;

Adapt, implement and evaluate a post graduation course for natural sciences and

mathematics teachers of the second cycle of general education ministered at distance,

based on virtual learning environments, on e-learning models and video conference;

Analyse whether the presuppositions of the post graduation program were reached, so

that the teacher’s competence in the classroom is reinforced, reducing the rotactivity of

the school system.

6.9.1 The proposed platform

The distance education platform that is presented in Figure 6.2 (page 194) is based on two types of

distinct equipments, namely the HEI equipment and the Study Centre, which are described below.

HEI Equipment - The HEI equipment is specific and is the base for this whole system. It requires

specialized and ergonomic equipment so that it gives highest desire and mobility to teachersers. The

system should use MoRENet infra-structure present on the venue, in case this is still not available,

they can use the mobile cell net of 3G.

The equipment that is present on the HEI must be highly portable, ergonomic, integrated and oriented

to the teachers function during their sessions of video conference. The teacher must be able to move

in an independent way and be able to interact directly with the learners from the study centre in audio

and video being able to present visual details using a second camera.

191

The equipment to be installed on the HEI must have capacity to fulfill video conferences and must

have the minimum of two cameras. One for that must face the teacher and the other one which must

be manipulated by the teacher to present visual, technical-scientific details.

The teacher will also have a headset to be able to interact in audio. This system can also be used for

the preparation of complementary contents. The system will allow interacting in a real time contents

like slides, photos and documents.

Study Centre Equipment - The equipment allocated to the study centre must be fully re-used. This includes the (sound system, video projector and other hardware).

In general, the study centre must have audio visual basic means like:

1. Video projector / screen projector;

2. Audio visual room (small auditory with sound);

3. Video camera and a tripod;

4. Wider Band and ADSL connections;

5. Table computer or a laptop;

6. Video conference system.

In addition, there is a need of organizing a resource centre with net computer that will ensure or serve

as a support to e-learning. For example, in this moment, there should be integration to more than 30

community multimedia centres (CMC) already established in the country, as a result of activity

program of the technical unit of the implementation of the informatics policy (UTICT), in partnership

with the Ministry of Science and Technology (MCT), and the United Nations Development Program

(UNDP).

These centres are on an expansion phase, having a district as its target and with several actors and

partners involved. Among which is the computer science centre of the Eduardo Mondlane University

(CIUEM), The Technical Implementation Unit of the Computer Science Policy (UTICT), The United

Nations for Education, Science and Culture (UNESCO) and the United Nations Development

Program (UNDP).

Each of these centres has three components namely: a radio component (Community Radio), through

which the community information, news and other programs produced by the proper community are

192

broatcast in a ray of 50 Km; the computer science component which is made up of an equiped room

with computers and printers in net with access to Internet for the community use as well as the

reprography component that includes a photocopier aimed to offering reprography services to

community.

The CMC are of community base meaning that they are managed by the proper community, having a

governance model with several stakeholders namely: the management committee which is the the top

governance of CMC and it is made up of community members, members of the district consultive

council, members of the district government; the coordinator of the centre – the CMC is managed by

a coordinator that belongs to an association which is appointed to manage day to day activities.

Similarly, among several existing associations in the district there is a sellection of one

(democratically) that is responsible for the daily management of activities and resources of CMC,

regularly reporting to the management committee and which designs the guidelines of the centre,

integrating volunteers that are part of a youth group sellected in the community. These youths are the

working force of the center and develop several activity areas namely, radio-journalism, computer

science and other services like reprography.

The Figure 6.2 presents a detailed functional organigrama of a potential platform of distance

education integrating e-learning and video conference.

The academic platform of teaching and learning would articulate several media pursuing a

bidirectional educational process that could allow a broader interaction between teachers and

students. So, the platform allows the transmission in a real time to n study centres all over the country

and could articulate with other nets of the distance education established/ or to establish by other HEI.

193

Figure 6.2: Functional Organigram of Distance Education Platform integrating e-learning and video-conference. Adapted from an on-line school of Tsinghua-University in China (Luzzi, 2007)

6.9.2 Topics for further studies

In believing that this work has brought relevant contributions for distance education, there is a

proposal that there should be a continuation of research about this system in the aspects that follow:

1. Development of a management tool for processes and people for the educational

institutions, combined with the pedagogical, technological and administrative

management;

2. There should be a deepening of research about administrative and technological

processes for the distance education;

3. There should be a linguistic contribution in the development of didactical materials

and support to students of distance education;

4. There should be some development of evaluation methodologies of processes and

outcomes for distance education;

194

There is a lot to be researched and there are still gaps to be filled. These are just some of the worries

that do not comfort this researcher-learner.

The creation of means for the distance education and teaching supported by computers can bring

advantages for the HEI aimed to teachers’ initial training. This fact can be viewed as an opportunity

for publishing/broadcasting a modern image to outside and at the same time, increase hypothesis of

inviting more students, making teaching more operational.

The distance education today results from a strategy of a democratic enlargement of access to quality

education, citizen right and state and society duty. As strategy of enlargement of possibilities of

access to education, the distance education must deepen the commitment of the pedagogical project

with the historical, political and cultural project of the Mozambican society.

195

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A P P E N D I X E S

Appendix A – Questionnaire to mathematics and natural sciences teachers of GSE

208

QUESTIONNAIRE

Instructions of fulfilling

The present questionnaire is composed by open and closed questions. In the closed questions, kindly use the symbol x to supply the adequate answer. You can place more than one symbol x where it’s applicable.

Section I

Personal and Professional data

Kindly use the symbol x to supply the adequate answer. Place more than one symbol x where it’s applicable.

1. Sex: 1. Female

2. Male

2. Age:

1. 20 – 30 years

2. 31 – 40 years

3. 41 – 50 years

4. More than 50 years

Dear teacher,

This questionnaire is intended to obtain data on the opinions and attitudes of natural sciences and

mathematics teachers, in 2nd cycle of general secondary schools, as to the use of new information and

communication technologies. The same arises in the context of training for obtaining the degree of doctor

of Education science to be conferred by Commonwealth Open University (Spain). Please answer all

questions, to allow data treatment with rigor and get reliable results. By thinking that your opinion is

very important, your collaboration will be highly valued, ensuring the confidentiality of the data

provided. Therefore we call to the goodwill and spirit of collaboration.

Thank you for your collaboration!


209

3. Qualifications:

1. Grade 12

2. Bachelor

3. Graduated

4. Measter

5. PhD

4. Professional category:

1. Teacher N1

2. Teacher N2

3. Teacher N3

5. What are the other teaching levels are you working now?

1. 1st Cycle of GSE

2. Undergraduate

3. Graduate

6. Length of Service

1. Less than 5 years

2. Between 5 and 10 years



7. School (s) where you are currently working

1.

2.

3.

4.


210

8. Kindly, use the symbol x to supply the adequate answer. Place more than one symbol x where it’s applicable. .

At home you have N/A One Two Three ≥ 4

Coloured TV (functioning or in concert) 0 1 2 3 4 Radio (in functioning or concert, excluding radio of the automobile) 0 1 2 3 4

Wash Machine (functioning or in concert) 0 1 2 3 4

Video-cassete and/or DVD (functioning or in concert) 0 1 2 3 4

Refrigerator (functioning or in concert) 0 1 2 3 4

Fixed land telephone 0 1 2 3 4

Game console (video game, playstation, Game Box) 0 1 2 3 4

TVby signature (cable, satellite) 0 1 2 3 4

Parabolic 0 1 2 3 4

Section II

Access to the Communication and Information Technologies at home

1) Do you or a member of your family have access to a computer at home?

1 Yes 2 No 3 Do not know

2) Which is type of computer do you have at home?

TYPE OF COMPUTER AT HOME

A Desktop computer 1 B Portable Computer 2 C Pocket PC/Palmtop 3 D Do not know 9

3) What is the operating system installed in your computer?

1 MS Windows 2 Linux 3 Macintosh 4 Others 9 N/A


211

4) Do you have internet access at home (excluding mobile phone)?


5) What type of Internet connection do you have at home?

1 Dialed connection 2 Borad band Connection 3 Do not know

6) Which Internet connection speed do you have at home?

1 ≤ 56 Kbps 2 De 56 to 100 Kbps 3 >56 to 600 Kbps 4 >600 to 1200 Kbps 5 >1200 Kbps 99 N/A

7) Do you have more than one computer using the same connection at home?



212

Section III

Please, read carefully all following itens of the Likert scale.

Kindly, use the symbol x to supply the adequate level of (dis) agreement with each sentence,

according to the following scale:

I Totally

disagree (TD)

I Partially

disagree (PD)

Indifferent (I)

I Partially agree (PA)

I Totally agree (TA)

You are advised to choose only one answer for each item. In this scale there’s no correct or wrong answer; it is only intended to know your opinion. Please, you are invited to answer to all questions. The answers are totaling confidential.

List of Items

TD PD I PA TA

1. I have confidence in my technological capacities to the use of the ICTs in

a continuous training program. 1 2 3 4 5

2. I feel myself satisfied when I use the ICTs in the construction of my own

knowledge. 1 2 3 4 5

3. I do not need the support of the ICTs in the Professional Activity. 1 2 3 4 5 4. The effort necessary to use the ICTs in a continuous training program is a

time loose. 1 2 3 4 5

5. With the use of the ICTs, the Educative Community can face new

challenges towards improving the quality of education. 1 2 3 4 5

6. I possess knowledge enough to transmit to the pupils, with security,

practical use of the ICTs in an educative environment. 1 2 3 4 5

7. I am against the introduction of the ICTs in a continuous training program 1 2 3 4 5 8. I feel myself nervous and stressed when I think about trying to use a Computer. 1 2 3 4 5

9. The ICTs contribute to form good professionals increasing their

technological abilities and pedagogical abilities. 1 2 3 4 5

10. The use of the ICTs in a continuous training program makes me

confusion and demotivates me. 1 2 3 4 5


213

11. I think that using the ICTs in the teach-learning process my image as a

teacher will be diminished. 1 2 3 4 5

12. The introduction of the ICTs in the continuous training program is a

technological reality that came to revolutionize the traditional methods of

training. 1 2 3 4 5

13. The use of the ICTs in the continuous training program does not respect

the proper rhythm of each teacher in his/her self-study. 1 2 3 4 5

14. By learning more about ICTs does not help me to be a successful

professional. 1 2 3 4 5

15. I would advise all my colleagues to enroll in a continuous training

program that make use of the ICTs 1 2 3 4 5

16. The teacher who does use the ICTs in his/her Professional Activity

becomemore creative and innovative. 1 2 3 4 5

17. The use of ICTs in teaching activities do not allow a better professional

performance. 1 2 3 4 5

18. I think I would learn more about ICTs if I attended a continuous training

Course. 1 2 3 4 5

19. The introduction of ICTs in teachers continuous training increased

teachers’ performance and their life quality standard. 1 2 3 4 5

20. Continuous training through ICTs will help me in self-directed learning

as a trainee and in near future as a teacher. 1 2 3 4 5

21. The challenge of getting to know more about ICTs excites me. 1 2 3 4 5 22. If I had opportunity to use ICTs I would improve the organization of my

continuous training activities and task. 1 2 3 4 5

23. The use ICTs hinders the interpersonal and institutional Communication

in the education community. 1 2 3 4 5

24. I think that the introduction of ICTs do not bring a substantial

improvement in teachers´ continuous training. 1 2 3 4 5

25. I know how to follow and give support to the students who use the ICTs

in their self-study. 1 2 3 4 5

26. I consider that the use of the ICTs in the teachers continuous training

program does not eliminates the geographic dispersion of the learners. 1 2 3 4 5

27. Using ICTs in continuous training reduces the permanent transport cost

that teachers had to go through. 1 2 3 4 5

28. In my carrier, I am planning to frequently attend continuous training 1 2 3 4 5


214

courses based on ICTs.

29. ICTs facilitate the acquisition of knowledge through a more adequate

teaching-learning methodology in a continuous training context. 1 2 3 4 5

30. I feel insecure when I think of attending a continuous training course

base on ICTs. 1 2 3 4 5

31. I am eager to improve my technological background in order to use it as

an add value when dealing with ICTs in my carrier. 1 2 3 4 5

32. I disagree with teachers´ training course based on ICTs. 1 2 3 4 5 33. I do not like using ICTs in Continuous training because, sometimes,

there is no physical contact between the trainer and the trainee. 1 2 3 4 5

34. The use of ICTs do not facilitate cooperative learning between trainer

and trainees. 1 2 3 4 5

35. I would attend a continuous training course based on ICTs even if I had

another alternative. 1 2 3 4 5

36. I wish there should be capacity building on how to use ICTs integrated

on teachers´ continuous training. 1 2 3 4 5

37. I think I am doing well using ICTs. 1 2 3 4 5 38. When using ICTs there are few opportunities to share interactive

recourses and experiences available in the whole education community. 1 2 3 4 5

39. Continuous training in terms of pedagogical use of ICTS do not allow

me to acquire basic competences that can contribute to my education

success. 1 2 3 4 5


215

Experience with ICT and participation in projects 1. How did you start using ICT? (Kindly use the symbol x to supply the adequate answer)

Not yet Self-training (with friends, fellows, others) From a specific training During my initial training at University (bachelor or Graduated) During a special training (specialization, master course) or continuous training Other way – which one? ________________________________________

2. How long have you been using a computer?

Less than 6 months From 6 months to 1 year From 1 to 2 years From 2 to 4 years From 4 to 6 years More than 6 years

3. How long have you been using Internet and Web?

Less than 6 months From 6 months to 1 year From 1 to 2 years From 2 to 4 years From 4 to 6 years More than 6 years

4. How do you rate your competence in using MS-Office applications (word processor, excel, data base, power point)?

None Very little Little Good Very good

5. How do you rate your competence in using MS-Office aplications to produce multimedia documents to be published in the Web?

None Very little Little Good Very good


216

6. How do you rate your competence in programm languages?

None Very little Little Good Which ones? ________________________________________________ Very good Which ones? ________________________________________________

7. What is your experience in using Web platforms (Moodle, Jumla, Plone, blackboard, etc)?

None Very little Little Good which ones? _________________________________________________ Very good which ones? _________________________________________________

8. Kindly point out competences in other ICT areas not touched by this questionnaire that you have. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Which activities and / or projects using ICT that you did take part? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you for your support!

Appendix B – Questionnaire to mathematics and natural sciences teachers of GSE

217

QUESTIONNAIRE



Section I


Kindly use the symbol x to supply the adequate answer. Place more than one symbol x where it’s applicable.

1. Sex: 1. Female

2. Male

2. Age:

1. 20 – 30 years

2. 31 – 40 years

3. 41 – 50 years


Dear teacher,

This questionnaire is intended to obtain data on the opinions and attitudes of teachers’ natural sciences

and mathematics, in 2nd cycle of general secondary schools, as to the use of new information and

communication technologies. The same arises in the context of training for obtaining the degree of

doctor of Education science to be conferred by Commonwealth Open University (Spain). Please answer

all questions, to allow data treatment with rigor and get reliable results. By thinking that your opinion is

very important, your collaboration will be highly valued, ensuring the confidentiality of the data

provided. Therefore we call to the goodwill and spirit of collaboration.



218

3. Qualifications:

1. Grade 12

2. Bachelor

3. Graduated

4. Measter

5. PhD

4. Professional category:

1. Teacher N1

2. Teacher N2

3. Teacher N3

5. What are the other teaching levels are you working in now?

1. 1st Cycle of GSE

2. Undergraduate

3. Graduate

6. Length of Service





7. School (s) where you are currently working

1.

2.

3.

4.


219

PART II – ABOUT ICT USE

Kindly use the symbol x to supply the adequate sentente that much better indicates your experience.

1 Never

2 Very little

3 Undecided

4 Almost always

5 Always

1. I use ICT to produce handouts or tests for my students 1 2 3 4 5

2. I use ICT to perform my audiovisual presentations in the classroom

(Power Point) 1 2 3 4 5

3. I use ICT to produce handouts for my students 1 2 3 4 5

4. I use ICT to research bibliographies on the internet as a way of

preparing my lesson 1 2 3 4 5

5. I use ICT to research resource for my lesson. 1 2 3 4 5

6. I use ICT with my students in my classroom activities. 1 2 3 4 5

7. I Use ICT to research scientific contents concerning my professional

area, on the internet. 1 2 3 4 5

8. I use ICT to research information of my everyday activities. 1 2 3 4 5

9. I use ICT for shopping and other everyday services. 1 2 3 4 5

10. I use ICT to take pictures and archive them. 1 2 3 4 5

11. I use ICT to Create Websites. 1 2 3 4 5

12. I use ICT in calculation applications 1 2 3 4 5

13. I use ICT in designing database. 1 2 3 4 5

14. I use ICT in data management application software (SPSS, Excel or

others) 1 2 3 4 5

15. I use ICT for typing and compose images. 1 2 3 4 5

16. I use ICT for typing texts 1 2 3 4 5

17. I use ICT to interact with my colleagues (teachers from my school) via

email 1 2 3 4 5

18. I use ICT to interact with other students for pedagogical orientation via

email 1 2 3 4 5

19. I use ICT to interact with teachers from other schools/institutions

via email. 1 2 3 4 5

20. I use ICT to interact with other students in forums. 1 2 3 4 5

21. I use ICT to interact with my colleagues in forms. 1 2 3 4 5


220

22. I use ICT to interact with teachers from other schools/institutions in

forums. 1 2 3 4 5

23. I use ICT in synchronized interaction with my students ( in real time via

instant massaging) 1 2 3 4 5

24. I use ICT in synchronized interaction with my colleagues and friends

(in real time via instant massaging). 1 2 3 4 5

25. I use ICT in synchronized interaction with teachers/colleagues from

other institutions ( in real time via instant massaging). 1 2 3 4 5


Appendix C – structured interview questions

221

STRUCTURED INTERVIEW PROTOCOL

1. How long has the project of e-learning been implemented? 2. What are the intended objectives with the implementation of e-learning? 3. Talk about organizational and structural changes made to accommodate the needs of an

open e-learning, flexible and distributed in terms of: a. Processes

b. Human resources

4. How was the initial adhesion of those involved (students, teachers, support staff,

community members) characterized? Why? 5. What is the composition of the team responsible for the design of e-learning? What areas

of specialty are its members?

6. What forms of interaction exist between the students and the institution? 7. In your opinion, what forms of pedagogical evaluation are present on the course? How

are they made?

Appendix D –– Open interview questions

222

SEMI-STRUCTURED INTERVIEW PROTOCOL

1. Well, I'd like to hear your point of view on the possibility of integrating e-learning and

video conferencing in undergraduate and graduate levels. 2. When one speaks of infrastructure for example, what implications you think it will have,

or would have to the infrastructures? 3. In terms of Academic records, do you think it would bring major changes or it could

operate the same way as today’s academic record is functioning? 4. So in terms of human resources, do you think that it would involve some changes? 5. In terms of evaluation as you mentioned assessment systems, do you think would be

necessary to introduce changes in the current System in use in the face-to-face learning? 6. So as a form of conclusion, if the EMU (Eduardo Mondlane University) had already

decided in the academic year 2010 to embark on this solution which would involve the

entry of thousands of new students in higher education, what kind of hard work that the

Academic Record would make in order to host and manage these students before the

beginning of this project. Is this project feasible? 7. What would you like to say that was not addressed in this interview?

Appendix E – Assessment Questionnaire in a Distance Learning module

223

QUESTIONNAIRE



Section I


1. Sex:

1. Female

2. Male

2. Age:

1. 20 – 30 years

2. 31 – 40 years

3. 41 – 50 years

4. More than de 50 years

Dear student,

This questionnaire is intended to obtain data on your views in relation to the postgraduate course of

EMU with the introduction of a platform for distance education at this level of education. The same

arises in the context of training for obtaining the degree of doctor of Education science to be

conferred by Commonwealth Open University (Spain). Please answer all questions, to allow data

treatment with rigor and get reliable results. By thinking that your opinion is very important, your

collaboration will be highly valued, ensuring the confidentiality of the data provided. Therefore we

call to the goodwill and spirit of collaboration.



224

3. Qualifications: 1. Graduated

2. Diploma

3. Master

4. Professional category 1. Primary School teacher

2. Secondary School teacher

3. Assistent

4. Lecturer

5. Other, specify

5. Level of education

1. Basic

2. Secondary

3. Undergraduate

4. Graduate

6. Years of service




4. More than20 years

Section II

Evaluation of the use of video conferencing as a tool for teaching

1. Did you manage to be concentrated during the virtual class?

a. Yes

b. No

c. If not, Why?

……………………………..……………………………………………………...

………………………………………………………………………………………


225

2. What is the max time you managed to be concentrated during the virtual class?

a. 10 min

b. 15 min

c. 30 min

d. Other, specify

3. How do you rate the possibility of ineraction with the lecturer during the virtual class?

a. Good

b. Indifferent

c. Bad d. Different opinion, specify

4. Did the videoconference, used for learning purposes, help you?

a. Yes

b. No

c. For any answer, please justify ………………………………...............................

....................................................................................................................................

5. Did these sessions meet the objectives?

a. Yes

b. No

c. If not, Why? ..............................................................................................................

...................................................................................................................................

6. Did the lecturer motivate the students for discussions?

a. Yes, during the presentation

b. Yes, after the presentation

c. Yes, but at forum

d. No


226

7. Do you like the use of video-conference in a distance qualification of teachers?

a. Yes. Why? .........................................................................................................

b. No. Why? ..........................................................................................................

8. Would you like to participate in other learning experience using the vídeo-conferência?

a. Yes. Why?

………………………………………………………………………………………………

b. No. Why?

………………………………………………………………………………………………

9. Kindly point out problems and suggestions for this type of learning sessions.

............................................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................

............................................................................................................................................................................


227

CURRICULUM VITAE Full name GUAMBE, Alsone Jorge Physical address Bairro Belo Horizonte, Quarteirão 8, Rua Um, casa no 281 Mobile +258 843990 501 E-mail [email protected] Nationality Mozambican Place of birth Xai – Xai City, Gaza province Date of birth 26 – 03 – 1956

PROFESSIONAL BACKGROUND From March, 2008 To date Name and address of Employer ISRI – Instituto Superior de Relações Internacionais

Maputo, Mozambique Type of Employer or sector Public Institute of higher Education Current Position Lecturer Core activities and responsibilities

Lecturing Research Methodology

From February, 2008 To date Name and address of Employer ISMMA – Instituto Superior Maria Mãe de África

Maputo, Mozambique Type of Employer or sector Private Institute of higher Education Current Position Lecturer, Head of Research and Technology Center Core activities and responsibilities

Lecturing: Mozambican Education System Planning Social projects Research Methodology

From 1995 To date Name and address of Employer Mozambican Armed Forces

Maputo, Moçambique Type of Employer or sector Defense & Security

Current Position Head of ICT Department Core activities and responsibilities

Lead, coordinate and implement training programmes

Appendix F – Curriculum Vitae

228

From 1975 to 1979

Name and address of Employer Ministry of Education & Culture

Type of Employer or sector Technical & Vocational School Position Teacher

Core activities and responsibilities

Teaching Math & Physics

From 1989 to 1991

Name and address of Employer Ministry of Education & Culture

Type of Employer or sector Technical & Vocational School Position Teacher

Core activities and responsibilities

Teaching Electronics & Physics

Academic and Professional Training From September, 1982 to June, 1987

University Higher Institute for military aeronautical engineering Kiev, Ucraine

Main professional skills acquaired Diagnosis, repair & maintenance of aeronautical communication systems

Diagnosis, repair & maintenance of air navigation systems Degree acquaired

BSc & MSc Electronic engineering

Score Excelent, awarded gold medal From February, 2007 to December, 2008

University Faculty Degree acquaired

Eduardo Mondlane University

Faculty of Education – Department of Adult Education MASTERS DEGREE IN ADULT EDUCATION

Core Subjects Instructional design 13

Research methodology 14

Adult Learning process 14 Sociological & Anthropological aspects of Education in Mozambique 13 Descriptive Statistics 16

Curriculum development Theory 15

Design Methodology 15

Administration and Management in Education 13

Multimedia & ICT 16

Functional Adult Literacy 16

Adult Education Policies 17

Vocational/professional adult education 16

Appendix F – Curriculum Vitae

229

Adult Education and Individual Development 13

Development and evaluation of teaching materials 16

Curriculum Development and evaluation of adult education 16

Community development and management of diversity 16

Dissertation’s Final mark 16 (sixteen) marks

Alsone Jorge Guambe


Mozambique


Spain

2009

Alsone Jorge Guambe


Mozambique

Research proposal to be submitted to the Faculty of Education of The

Commonwealth Open University (Spain) to fulfill the partial

requirements for the PhD degree in Education.



Spain

2009

Research proposal Page 1

Distance qualification in the teacher continuous training in General Secondary Education

in Mozambique

Introduction

The dynamics of the modern world demands to an update and refinement. 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 everyday. 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.

Regarding teacher training, the distance education may allow that a certain number of schools

spread all over the country, are able to cope/harmonize with the latest orientations in terms of

methodology, scientific and technical knowledge and enable exchange of experience, as most of

the programs encourage study groups within which there is a strong disposition of mutual

support among the participants (Barreto, 1995).

1.1 Description of the problem

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 Gómez-Granell (1997), Damm (1999), Micotti (1999),

Fernandez (1997), 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, we will need to use some authors

like Brousseau (1996), Brito (1996b), Perrin-Glorin (1996), D`Ambrosio (1997), Tardif (2000)

and 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.

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?

1.2 Objectives and research questions

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?

1.3 Relevance of the study

Before going any further, it is important to remind that the social need for education has been

raising 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 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.

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 (Gimeno Sacritán, 1990). 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 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). 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.

The continuous teacher training as an investment towards the improvement of teaching in the

classroom is stated by Schön (1992) and Nóvoa (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.

II. Theoretical Referential

2.1 Theories Analysis of learning in the distance education

In the late decades there have been several theories proposals in an attempt of covering all

activities of distance education. Among them we cam mention the contribution of Otto Peters,

Michael Moore, Borje Holmberg, Demond Keegan, D. R. Garrison, John Verduin and Thomas

Clark. Meanwhile, these theories do not overlap in many aspects namely: the way in which they

discuss the role of the three elements of the learning and teaching process. Keegan worked up a


study (Keegan, 1991) where he sums up some elements that he considers central for conceiving

distance education.

physical separation between teacher and the student, factor that distinguishes the face to

face teaching;

educational organization influence (planning, plan, project, guided organization), factor

that distinguishes individual education;

use of technical communication means, usually printed, to unite the teacher and the

students and give educational contents;

possibility of the existence of communication means bidirectional that enable dialogue

and interactivity;

possibility of occasional meetings with didactic goals and socialization;

Individualized way of education.

2.2 About the models of continuous teacher training

This section will have register 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. There will be two

major theoretical models for training and their multifaceted of their existence, regardless how

they are named by some authors (as structural or classics and the constructivist model or

interactive-reflective.

2.4 Concept and characterization of e-learning

In the same way that distance education presents several definitions, the e-learning is also

defined is also defined by many authors. There will be a discussion with Pimentel and Santos

(2003), a definition from the American Society for Training & Development (2002) and

together with Rosemberg (2001), Carvalho (2005), Caixinha (2005), there will be an effort in

looking for a suitable concept for the effect of this work.


Examining Santos (2000), Testa (2001), Rosemberg (2001), Bastos (2003), Lima and Capitão

(2003), Lemos (2003) and Almala (2004), there will be a discussion on the advantages and

disadvantages of e-learning as well as the catalysers and hindrance of e-learning.

III. Methodology

The major objective of this chapter is to discuss the methodology for the operalization of the

field research of and to reach the established goal: 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.

3.1 Characterization of the research

According to the objectives of this study, it is a case study, of an exploratory character, as it will

use on going social phenomena, looking for a stronger familiarity with the problem, following a

qualitative approach that is complemented with a quantitative approach in the statistical analysis

of the quantified aspects of human life.

So, the core type of the research to be used, with regard to technical procedures, will be

research-action as for this situation, the observer will accumulate the roles of researcher and

member of the organization. In this way, the researcher will be completely involved with the

research object to be able to conceive, interfere/alter the reality and evaluate the outcomes. The

principles of this type of research is the participatory character, the democratic impulse and the

contribution to the social change, that characterizes it as an innovative research (Barbier, 1985;

Thiollet, 2003).

3.2 Population and sample

The population of the study is made up of all second cycle of general education teachers

throughout the country. The research will involve teachers of natural sciences and mathematics

from all over the country whose names will be kept secrete for ethical reasons. The sample will

be selected for convenience to better explore the facilities that the researcher has to get the

group on which the study will rely (Gil.1999). It is a non-probabilistic sample as it is a “sample

made up of in accordance with an explicit selection of the researcher. It is the case of a typical

sample from which, from the needs of the study, the researcher selects cases thought to be

exemplar or typical of the target population or a part of it” (Laville & Dionne, 1999:170)


3.3 Data gathering: methods and instruments

The objectives and the design of the research are basic elements for the definition of the

techniques for information gathering. The nature of this study require instruments that are able

to keep the definite characteristics of the respondents. So, the researcher will use a

questionnaire, a deeper interview and a focus group. These techniques will also be associated to

the daily research and a critical exam of the materials produced by several intervenient in the

process of the establishment of the platform of distance education courses and in the virtual

learning environments in the higher education institutions. This strategy of triangulation to be

used will enable the progressive data valorization giving at the same time the consistency of the

study.

The researcher’s decision in holding deep interviews is due to the advantages that this resource

provides to the qualitative studies. In this case, it is expected that from this technique (i) the

significant responses; (ii) flexibility and profound information; (iii) reflection about on certain

information and (iv) listen to histories and discovery of feelings (CF. Hayman, 1991, Walker,

1989, Wittrock, 1989, Woods, 1995).

3. 4 validity and viability of the instruments

Validity is a complex concept. It is said that the selected instruments are or are not able to

describe what is supposed to be described, that is, if the objectives of the study will be fulfilled

or not. For that, besides the researcher’s control (internal validity) there is a need of involving

study colleagues and experimental interviewee, professors from an institution of higher

education in the process of validity of the instruments to use (external validity). The instruments

will be produced taking into account the objectives of this study. For that, and after the first

draft and proposals for changes, the questionnaire and the interview will be re-structured taking

into account the pragmatic dimension and the need for reaching a consensus around the

objective of the study and evaluate (the facial validity) (Dane, 1990). From the comments and

observations of the experimental interviewees, a version of instruments will be developed that

will suit the objectives of this study. This process of instruments validity and also agreeing with

Ketele and Roegiers (1999), will ensure the researcher to what he wants to gather as

information.


The viability is an expression of consistency of the results throughout the time. There are many

ways for verifying the viability using scales and tests. In this study, the researcher will use pre-

tests and inference with the objective of ensuring the nature and the complexity of the issues

and their adequacy to the objectives previously determined.

3.5 Ethical issues

To carry out the inquiries through questionnaires and interviews, the researcher will always

verify the availability of the participants resulting from a previous contact where he/she will: (i)

inform the respondents about the results that are expected from the inquiries and interviews; (ii)

explain the reason why the respondent was selected, knowing the importance of his/her

contribution for the study to be developed and (iii) inform the respondents about the duration

for the realization of the inquiries and interviews and negotiate with them the dates, the time

and place.

During the whole process, the respondents will be kept in secret and the confidentiality of the

outcomes that this study will develop by not revealing the identity of the participants. Besides,

Bogdan and Biklen (1994:75) defend that two issues domain the current panorama of ethics

regarding the research with humans; (i) informed consent (ii) and the protection of the citizen

against any harms.


BIBLIOGRAPHICAL REFERENCES

Barreto, E. S. S. (1995). Capacitação à distância de professores do ensino fundamental no Brasil. Educação e Sociedade, CEDES, Campinas, ano 18, n. 59, ago.

Dane, F. C. (1990). Research methods. Belmont: Wadswordth, Inc.

Demo, P. (1998). Questões para a teleducação. Petrópolis: Vozes. Gimeno sacristán, J. (1990). Consciencia y acción sobre la práctica como liberación profesional de los profesores. Barcelona: Universidad de Barcelona, 1990. Huberman, S. (1999). Cómo se forman los capacitadores – arte y saberes de su profesión. Buenos Aires: Paidós. Hayman, J. M. (1991). Investigación y educación. Barcelona: Paidós. Ketele, Jean- Marie De & Roegiers (1999). Metodologia da Recolha de dados. Fundamentos dos Métodos de Observações, de Questionários, de Entrevistas e de Estudo de Documentos. Colecção: Epistemologia e Sociedade. Lisboa: Instituto Piaget.

Laville, C. E. & Dionne, J. (1999). A construção do saber: Manual de metodologia da pesquisa em ciências humanas. Trad. Heloísa Monteiro e Francisco Settineri. Porto Alegre: Editora UFMG. Lévy, P. (1996). O que é o virtual. São Paulo: Editora 34.

Lévy, P.(1999). Cibercultura. Rio de Janeiro: Editora 34.

Nóvoa, A. (1992). Os professores e sua formação. In: _____. (Org.). Formação de professores e profissão docente. Lisboa: D. Quixote. Schön, D. A. (1992). Formar professores como profissionais reflexivos. In: NÓVOA, A. (Org.). Formação de professores e profissão docente. Lisboa: D. Quixote. Testa, M. (2001). Factores críticos de sucesso na implementação e gestão de programas de educação à distância através da Internet. Dissertação de Mestrado em Sistemas de Informação e Apoio à Decisão. PPGA/EA/UFRGS. Thiollent, M. (2003). Metodologia da pesquisa-ação. (12ª ed.). São Paulo: Cortez. Walker, R. (1989). Método de investigación pra el profesorado. Madrid: Morata. Wittrock, M. C. (1989). La investigación de la enseñanza II. Barcelona: Paidós.

Woods, P. (1995). La escuela por dentro. Barcelona: Paidós.


Table 1: Chronogram of activities

FIRST YEAR

` SECOND YEAR

THIRD YEAR

ACTIVITIES TO BE CARRIED OUT 2009 2009 2010 2010 2011

FEB

RU

AR

Y

MA

RC

H

APR

IL

MA

Y

AU

GU

ST

SEPT

EM

BE

R

OC

TO

BE

R

NO

VE

MB

ER

FEB

RU

AR

Y

MA

RC

H

APR

IL

MA

Y

AU

GU

ST

SEPT

EM

BE

R

OC

TO

BE

R

NO

VE

MB

ER

FEB

RU

AR

Y

MA

RC

H

APR

IL

MA

Y

1. Conception of the research project

2. Development of the instruments of the data collection

3. Pre-testing of the instruments of the data collection

4. Production of the final version of the instruments of the data collection

5. Data collection

a. Diary of the research b. Reports

c. interviews

d. Observations e. Questionnaires 6. Analysis and interpretation of the outcomes a. Transcription of the recordings of the interview b. Development of the evidences chain c. Analysis of the teacher’s responses d. Validation of the findings

7. Development of the Doctorate thesis

8. Presentation of the preliminary version of the Doctorate thesis

9. Correction and production of the final version of the Doctorate thesis

10. Handing in of the final version of the Doctorate thesis

Annex I – Research steps

Figure A.1: Methodological procedures of the research.

IDENTIFICATIONOF THE PROBLEM

DEVELOPMENT OF THE OBJECTIVES

PRODUCTION OF THE RESEARCH QUESTIONS

STEP 01

TECHNIQUES FOR DATA COLLECTION

-Inquiries through Questionnaire

- Documental research

-Research diary

-Reports

-Assystematic observation and participants

-interviews

-Research diary

- Inquiries through questionnaires

-Course analysis virtual learning

environments

TECHNIQUES FOR DATA ANALYSIS • Selection, • categorization, • tabulation and • qualitative analysis of the

categories

Diagnose the situation of ITCs use by the teachers of maths and natural sciences in the GSE

STEP 02

Implement a masters course in VLE for mathematics and natural sciences in-service teachers

STEP 03

Reflection about the practices and the practices of the reflection on training

FINAL VERSION OF THE FINDINGS/RESEARCH

STEP 04

Evaluate masters courses in VLE for mathematics and natural sciences in-service teachers

Alsone Jorge Guambe


Mozambique

Scientific article based on the research to be submitted to the Faculty

of Education of The Commonwealth Open University (Spain) together

with the thesis to fulfill the partial requirements for the PhD degree in

Education.



Spain

2010

Scientific Article-Distance qualification in the teacher continuous training in general Secondary Education in Mozambique

Distance qualification in the teacher continuous training in general Secondary

Education in Mozambique

Alsone Jorge Guambe

Faculty of Education – Commonwealth Open University [email protected]

Abstract

This article is aimed to contributing to theoretical and empirical theories that are related to distance education teaching-learning process. For that reason, there has been a suggested academic distance education teaching-learning platform based on e-learning and video-conference, which emphasizes an active, meaningful and autonomous learning. This study used a qualitative methodology, complemented by a quantitative one. It is exploratory by nature and documentary in character which implied multiple methodology procedures predominantly originating from an action research. In order to get the final product, the research has undergone through four steps. In the end of the fourth step it was concluded that the academic platform suggests a pedagogic direction, organization and formalization of the pedagogic management processes for the researched subjects that will lead to better results and quality improvement in distance education courses.

Keywords: academic platform, distance education, e-learning and video-conference.

1. Introduction

The dynamics of the modern world demands to an update and refinement. 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. “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” [1]. In addition, “the proper notion of profession becomes even problematic” [1].

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 intending to 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.

Regarding teacher training, the distance education may allow that a certain number of schools spread all over the country, are able to cope/harmonize with the latest orientations in terms of methodology, scientific and technical knowledge and enable exchange of experience, as most of the programs encourage study groups within which there is a strong disposition of mutual support among the participants [2].

One of the alternatives that are being consolidated to make possible the equal distribution of the educational opportunities is, of course, the so called distance learning. This is a modality that has been showing a great flexibility to assist the growth of the number of registrations/enrollment as well as in the generation of strategies that make possible to turn reality the continuous training that the knowledge society so much demand. UNESCO points out the importance of the distance learning in the society as a "force that can contribute to the economic and social development" [3].

In this context, distance learning is passing from the physical/manual to the digital way. From the researcher’s point of view, the distance learning modality represents a variety of educational models that possess in common the physical separation of the lecturer from some or all of his/her students. The teaching models at the distance are developed around central components of institutional processes, that is, the presentation of the content, interaction with the faculty, resources, practical applications and evaluation. "Each model applies technology using

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varied means to focusing some or all these components" [4]. In this emergent paradigm, the distance learning appears as a modality of the traditional education intending to incorporate this new mentality in a process where the student can choose how and where he/she can study without committing the learning quality. In the light of this scenario, the central question, object of this article, 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?

In the context of the formulated problem, the investigator defends the thesis that the distance learning should not be considered as an alternative or compensatory method of the presential teaching, but as an opportunity to rethink the education as a whole.

This study is justified through five interference factors understood as emergent and, consequently, fundamental for us to be reflected in the distance learning namely, (i) the distance education and learning process in front of the problem of the Mozambican face-to-face education that extends in the different training levels; (ii) the deficiency in the teachers' pedagogic training that lecture in the different teaching levels, including the higher one; (iii) the training shortage and lack of information in the area of educational management, in general, and in the one of pedagogic management, in particular, for virtual settings of learning in Mozambique; (iv) the technological progress that presents an infinity of resources waiting for pedagogic referential and (v) the political-pedagogic commitment of Higher Educational Institutions (HEI) in offering quality courses in graduation levels and of masters degree, to a larger growing number of candidates.

In that sense, the study doesn't try to delineate a pedagogical model, because it can be understood that models plaster different realities. Feyerabend, in his book "Against the Method", he points out that there is not only one rule, although plausible and well founded in the epistemology, that is not, to some extent, violated [5]. This study seeks, in reality, to find a separation of any proposal that is positioned as a perfect model to be followed in any circumstances. It tries to conceive a dynamic system of teaching-learning in virtual atmosphere that assists to different realities of virtual courses, supporting the pedagogical actions of HEI that develop or intend to develop distance courses.

It can be concluded, then, that the distance learning is not an opposite category to the face-to-face education, as many definitions present. It might have been in some historical moment in light of the reality

of some historical time, but it is no longer being observed. The world changed and the so called face-to-face education is also changing and adapting to the information and knowledge society. In this way, without considering that both teaching modalities share philosophical, epistemological, pedagogical, didactics, administrative-organizational, among other bases, they insert them inside of a same educational logic, and not as the opposite poles or categories mutually excluding.

2. Theoretical Referential

With the appearance of the technologies linked to the e-learning "it has been enriching the whole mediation gap between the person and the learning processes. These new supports come to bring new contents, tools of the mediation of the learning and it comes to allow that the person, in his/her learning process, can have larger freedom in space and time" [6].

Reinforcing the idea that the tools of e-learning that are in the market are trivial, normal and simple, this academic considers that "when they enlarge the space of mediation relationship between the individual and the learning process, they will boost the education system as whole, because the system is founded in physical bases that work badly" [6].

The same author advances an idea that it seems as a paradox: "The new space of e-learning comes to value significantly the face-to-face education". In other words, it will allow that the face-to-face education concentrate on substantive subjects and to discuss things that the trainees want to discuss, because “the means that they have didn't allow them to clarify doubts and it is the contact with the trainer and the colleagues, that will help them to clarify, get deeper and debate those doubts".

The quality of the formats used is the first sign of the quality of the training. Not being obviously the only one, the quality of the training formats, is decisive in the success of the learning. In this case, the curricular contents were distributed to the trainees in video-conference format, according to the outline of the illustration 1.

Figure1: Outline used in the sessions online


The video-conference was shown as an efficient tool that can be used in the distance learning. This system can be integrated in the teaching process, with a minimum adaptation to the curriculum of the course and conceived to assure the communication, video and audio, among the several communication points. The video-conference can be efficient for allowing a visual contact, in real time, so much between trainees and their trainer, as among trainees in different locations, to allow meetings among schools and to promote the image of innovation of the HEI.

The information and communication technologies in particular the technologies of e-learning and video-conference, can on one hand offer the teachers several possibilities of developing the model of traditional teaching in agreement with the new referential for the learning. On the other hand, the interaction and the participation can be improved through communication tools mediated by computer, collaborative activities can be efficiently supported and enriched, authentic environments can be created, enabling the extension of learning environments throughout the society, going behind local understandings [7]. Pedagogical strategies of the higher education that uses the technologies conveniently can, therefore, promote active learning [8] more centered in the student, valuing his/her personal experiences and participation. Emphasis should be given to strategies, where the learning process take place in social and culturally rich environments [9] that contribute for the construction of the contexts of the virtual communities of learning development. It stands out here, namely, the reference picture for the conception of support environments of the teaching processes and learning proposed by Jonassen, the Constructive Learning Environment (CLE).

3. Methodology

In literature, methodology means "different ways to do things for different purposes" [10], or ways to formulate problems, hypothesis, observation methods and data gathering, measure of variables and techniques of data analysis. The methodology also includes “aspects of the philosophy of the science" [10], presupposing a constant attitude of critical analysis, above all when such analysis assumes the form of an epistemological critic of the used concepts, in the picture of a research. This study is centered in the anti-positivist paradigm and the critical theory, although with resource, in some cases, to the positivist paradigm because there were also quantitative aspects that are related to structure and behavior that needed to be considered.

In accordance with the defined objectives, the current research is exploratory by nature. However, the main research used related to the technical procedures was the action research. One of the methods presented by Malhotra for the exploratory researches and selected for this study is the qualitative research [11]. The choice of the qualitative method is justified by its humanist foundation which is important in the understanding of the social reality and, above all, for its affinity with the natural changing of the social world [12]. The humanists principles of this method [13], formed a strong argument to design this study. In order to get the final product, this research has undergone through four steps namely i) Diagnose the situation of Information and Communication Technology use by the teachers of maths and natural sciences in the general Secondary Education; ii) Implement a masters course module in virtual learning environment for mathematics and natural sciences in-service teachers; iii) Reflection about the practices and the practices of the reflection on training and iv) Evaluate masters courses module in virtual learning environment for mathematics and natural sciences in-service teachers.

This study used also Focus Group technique to know the teachers' opinions about e-learning and to evaluate the module of a course of post-graduation supplied in a VLE. The Focus Group technique is considered as scientific research, because it is a disciplined process of investigation, which is, systematic, sequential and verifiable [14]. 4. Instruments of data gathering

The objectives and the nature of the research were the basic elements to define the techniques of data gathering. The nature of this study requested instruments capable to learn and understand the decisive characteristics of the respondents. Thus, the reseacher decided to use the questionnaire, the in-depth interview, Focus Group and the informal observation. This triangulation strategy applied, allowed a progressive valorization of the data, thus, giving consistence to the study.

The decision of accomplishing in-depth interviews was due, particularly, to the advantages that this resource provides to the qualitative studies. In this sense, this technique was looked for (i) finding significant answers; (ii) the flexibility and in-depth of the information; (iii) the reflection on certain information and (iv) the listening to the histories and discovering of feelings [15, 16, 17, 18]. In fact, there was, derived advantages from the fact of the interviews be a form of interpersonal communication provoked by the interest of obtaining information through the dialogue [19]. In fact, the interviews


turned into excellent and profitable opportunities to improve the knowledge of the reseacher regarding the picture of the teachers involved in projects of distance learning.

5. Results of the study

The results of the study show, at the end of the fourth stage, that the proposed academic platform suggests a certain pedagogical guiding to the observed institution, organizing and formalizing its processes of pedagogical administration and resulting in the quality improvement in the distance courses. The integrated academic platform of e-learning and video-conference, offering an enlarged set of integrated functionalities, allowing to set up environments namely distributed, that can support new approaches in higher education.

The interaction and the participation can be improved through communication tools mediated by a computer, can efficiently support collaborative activities and create enriched and authentic environments and facilitated conditions to extend the learning environment to the society and to surpass understandings of local environments. It can also be said, that the proposed academic platform can be applied in different degree courses and masters degree, because it is easily adaptable to the different models of the distance learning.

The results of this study reveal that the education that the people develop, to some extent meet the challenges of the historical moment, for the vision of the world of a time and for the social characteristics and advanced scientific technology. Therefore it is believed that distance learning brings the possibility to free students and teachers from monotonous, passive and centralizing role in the teacher as a mean of transmission of the information. Distance learning has been developing strategies and it is using resources that provide the interaction, exploration and the construction of the learning itself, regulating its rhythm, generating possibilities to choose according to the self interests. In summary: to assume the administration of the learning processes. Those cognitive ecosystems can come to represent the materialization of the constructivist’s ideas, creating an enormous area of potential development for the students and capacities of processing the information that she/he believes to be indispensable to be a citizen of the our days society.

In that sense the articulation of appropriate technologies is opening space for the formation of a new education, more flexible, significant, participative and motivating better than traditional education.

In this context, distance learning is seen as a form in which the teacher stops playing the transmitter role and starts to play the role of pedagogical mediator

among the knowledge (presented through several means) and the students (through several means and tools), deepening the pedagogic dialogue.

The interaction systems assure this bilateral communication, because they allow the trainee to access to the distance teaching institution at anytime, anywhere, to pick up study materials, to access to the updated material or intermediate works, to send doubts for the forums of the course, to read the colleagues messages and of the trainers or teachers, to get in dialogue with the virtual class, to make a video conference in a computer with the trainer or teacher or with other trainees, or to ask for help to the attendance of the training.

Thus, this study has proposed distance learning academic platform based on virtual learning environments, in the modalities of e-learning and video-conference, in the attempt of supporting the processes and procedures of a HEI undertaking this teaching modality.

The academic platform shown in the illustration 2 is based on two types of different equipment, namely the equipment of the HEI and the one of the study Center.

The equipment of the HEI is specific and it is the base for this system as a whole. It requires specialized equipment in ergonomic form to give the maximum of comfortable and mobility to the teacher. The system can use the infrastructure of the Mozambican Research Educational Network (MoRENet) present in the place, in case this is not available, the 3G mobile network can be used. The equipment mentioned below in the HEI should be highly portable, ergonomic, integrated and guided for teacher's work during his/her video-conference sessions.

In general, the centers of study should be endowed with basic audiovisual means, namely:

Data-show / Screen for projection; Room of Audiovisual (small auditorium

equipped with a sound system); Video Camera; ADSL Connections; Personal Computer or Laptop; Video-conference System. In addition, it is necessary the organization of

a center of resources, equipped with computers linked to Local Area Network to support the component of e-learning.

The illustration 2 below presents, in detail, the functional structure of a potential platform of distance learning integrating e-learning and video-conference.

This academic platform could articulate various media looking for a bi-directional learning process which should enable a very large interaction


between learners and teachers. Therefore, the academic platform should enable the transmission in real time to n centers of study all over the country and should enable the interconnection between existing and future learning communities.

Figure 2: Functional Structure of the academic platform integrating e-learning and video-conference.

The integrated academic platform of e-learning and video-conference offers a wider and an integrated functioning that allows the creation of distributed environment which can support new approaches in higher education.

6. Conclusion

Distance learning today is seen as a way in a strategy of democratic enlargement of the access to the quality education, the citizen's right and duty of the State and of the society. As an opening increase strategy of the access possibilities to the education, distance learning should expand the commitment of the pedagogical project with the historical project, political and cultural of the Mozambican society.

The understanding of quality in the education can be noticed that, it goes by several variables, that is, not only enough to guarantee access to the education and not even to the learning process, it imposes something more than this, because it requests results of what is being learned; Results that answer to the economic modernization and at same time to the social development. The results of this study point that the distance learning, needs more pedagogical attention than the face-to-face education to guarantee quality.

This study comes to reinforce the idea that for an education with quality state of the art technologies are not enough, nor based updated contents, the diversity of resources is not also enough, nor classes full of colors and objects in animation, when it is not known how and where to go, because we have to know how to go and how to get there. In that sense the pedagogical administration in interrelation with the technological management and administrative is

decisive for the quality of the processes of distance learning, once it takes the responsibility for the planning, preparation, operation and evaluation of the educational processes.

7. References

[1] Lévy, P. (1996). O que é o virtual. São Paulo: Editora 34. Pages 54, 173. [2] Barreto, E. S. S. (1995). Capacitação à distância de professores do ensino fundamental no Brasil. Educação e Sociedade, CEDES, Campinas, ano 18, n. 59, ago. [3] UNESCO (2002). Aprendizage abierto y a distancia. Consideraciones sobre tendencias, políticas y estratégias. Division de Educación Superior. Disponív. a 27/03/2008 em www.unesdoc.unesco.org/images/0012/001284/128463s.pdf [4] Oliveira, S. L. de O. (2002). Tratado de Metodologia Científica: projetos de pesquisas, TGI; TCC, monografia, dissertações e teses. (2ª ed.). São Paulo: Pioneira. [5] Feyerabend, P. (1989). Contra o Método. (3ª ed.). Rio de Janeiro: Francisco Alves. [6] Tribolet, J. (2001). E-learning: por uma formação personalizada. Disponível a 12 de Agosto de 2008 em http://www.betiadro.pt/artigo/partigo38.html. [7] Jonassen, D. H., Mayes, T. & McAleese, R. (1993). A manifesto for a constructivist approach to uses of technology in higher education. In Duffy, T. M., Lwyck, J., Jonassen, D. & Welsh, T. M. (Eds.). Designing Environments for Constructive Learning (p. 231-247). Berlin: Springer-Verlag. [8] Laurillard, D. (1993). Rethinking University Teaching: a Framework for the Effective use of Educational Technology. London: Routledge. [9] Figueiredo, A. D. (2000). Web-based Learning - Largely Beyond the Content. In Restivo, F. & Ribeiro, L. (Eds.). Web-based Learning Environment. Porto; Feup Editions. [10] Kerlinger, F. N. (1980). Metodologia da pesquisa em ciências sociais. São Paulo: E.P.U.. [11] Malhotra, N. K. (2001). Pesquisa de Marketing: uma orientação aplicada. Porto Alegre: Bookman. [12] Filstead, W. (1986). Una experiencia necesaria en la investigación evaluativa. En Cook, T. D. & Reichardt, CH. S. Métodos cualitativos y cuantitativos en investigación evaluativa. Madrid: Morata. [13] Serrano Pérez, G. (1994). Investigación cualitativa- Retos e interrogantes. (Tomo I). Madrid: La muralla. [14] Krueger, R. A. & Casey, M. A. (2000). Focus Group: a pratical guide for applied research. (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc. [15] Hayman, J. M. (1991). Investigación y educación. Barcelona: Paidós. [16] Walker, R. (1989). Método de investigación pra el profesorado. Madrid: Morata. [17] Wittrock, M. C. (1989). La investigación de la enseñanza II. Barcelona: Paidós. [18] Woods, P. (1995). La escuela por dentro. Barcelon. [19] Morin, E. (1995). Sociologia. Madrid: Tecnos.

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dth 6 doctoral thesis alsone jorge guambe

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