PROFESSIONAL KNOWLEDGE IN INITIAL TEACHER EDUCATION

Abstract

The importance of a reflecting on and understanding initial teachers' training and the mobilization of teachers' professional knowledge have proved to be a complex process which takes place over time, passing through several stages - from training to insertion in the profession and throughout the career. This study intends to investigate the professional knowledge in the initial training of primary school teachers, in Angola. The study was developed with the help of the methodological approach of Case Study based on the phenomenological-interpretative paradigm. The results obtained allowed us to know, identify and understand the challenges that students face during training, as well as the importance of professionalization and the ways of involving professional teaching knowledge in the initial training of primary education teachers, in the context of pedagogical internship, in Higher Education.