1. Escola de Professores do Futuro The book and some knowledge about Tete college in Mozambique Future Teachers College DRH-Norway Marco Oliveira Silva November 2009

2. Introduction As far as I go, I will never go further than many before me. But I would like to see where they have been.

3. Summary The Book I. Training period II. Training Methods III. Training on the job IV. Further on V. Training Facilities Chiuta

4. 1st Period W4 to W6 - Understanding the DNS teacher training - Book DNS Africa - PST - IST - own school experiences - Understanding the DNS Teacher training - Considering what to try out - DMM - school life at the college

5. 2nd Period W7 to W10 - From sitting in with the PST to taking over the class - Daily school life - Know the children - Planning and preparing the lessons in the school - Learning and practicing the first methods of teaching - Exercises, tasks, examples and discussion - Measuring Progress in PST - Building up a solid cooperation with the primary school teacher - Realizing and practicing what a teacher should do.

6. 3rd Period W11 to w13 - Making IST my golden pedagogical egg as a grown up and with the children - Showing things for and by the students in their own college environment - Showing things for and with the children in primary school - Showing things in public places - Training showing capacity one by one and in the FG - Arranging brainstorms in FG on issues to show in primary school - Planning and preparing the shows in primary school - Planning and preparing shows for a parents' day and Open Sunday

7. 4th Period W14 to w17 - Teaching the smaller ones - Using lots of IST in teaching the smaller ones - Studying and teaching the subjects for the smaller ones - Studying and trying out preliminary didactics - Understanding the background of the children and getting to know the environment around the school - Carrying through lessons for the smaller ones to get better in talking, reading, calculating and writing - Preparing the program at school together with PST - Identifying some children with difficulties and take action to do something about it with the PST

8. 5th Period W18 to w21 - Studying natural sciences - Studying in the FG as group study - Studying individually - Deciding either 2 subjects to be studied for a fortnight or - Going for 4 subjects, each to be run over in over week - Studying the subjects from the database or subjects in DMM - Preparing how to teach natural sciences in primary schools - Inventing and producing materials for teaching natural sciences - Trying out didactics for teaching natural sciences - Discussing and deliberating with PST the contents of natural sciences subjects for primary school pupils - Carrying out practical actions within maintenance and school production

9. 6th Period W22 to w25 - Teaching the bigger ones - Studying and teaching the subjects for the bigger ones - Inventing shows suitable for the young ones - IST - Studying the subjects on a higher level for the 6th and 7th grade in primary school - Planning and preparation for teaching the bigger ones - Using materials and methods invented in period 5 in IST - Zooming in on specific questions and problems connected to the youngsters soon leaving the school - Establishing special training for pupils who may be in need of this

10. 7th Period W26 to w28 - Studying Humanity subjects - Studying in the FG as a group study - Studying individually - Deciding wither 2 subjects to be studied for a fortnight or - Going for 3 subjects, each to be run over in one week - Studying the subject from the database of subjects in DMM - Preparing how to reach Humanity subjects in the primary school - Creating a number of shows for teaching language - Trying out didactics for teaching humanity subjects - Deliberating the contents and the materials with the PST for teaching the subjects of Humanity subjects.

11. 8th Period W29 to w32 - The travelling and excavating and investigating FG - Preparing in the FG to leave the college to travel the country - Planning means of transport at low cost expenditures - Debating in FG the exacavations and investigations planned - Exacavating in FG whatever it finds of importance or interest to dig deeper into. - Investigating in FG by taking the pulse of society and people - Taking the pulse of the primary school situation as found by visits around the country - Organizing in FG the investigation groups - Concluding after investigation - Deciding materials to be produced

12. 9th Period W33 to w35 - Teaching all subjects and ages and studying practically and theretically didactics - Teaching with an added subject as main stay during the period - Attending lessons in the subject at college - Studying the subjects from the DMM database - Preparing for the lessons in primary school - Making observations by the students to be used as personal inspiration to better understand the theories presented by college teachers - Discussiong new methods with PST - Producing new didactical materials and trying them out at primary school.

13. 10th Period W36 to w38 - Study individually chosen subject - Studying subjects chosen from the extensive database at the college - Studying using DMM - Studying individually or in pairs - Going together and study in the FG - using knowledge from the subject to teach in primary school - Working together with PST in making special lessons in primary school within the subject - Presenting for co-students at the college speeches and lectures from the subject - Creating didactical materials to use for teaching the subject in primary school - Understanding and fully using the DMM method

14. 11th Period W39 to w41 - Teaching all subjects and ages and finishing off didactics - Planning and preparation to teach all subjects to all ages in the primary school - Planning challenging lessons to be carried out in primary school - Studying methodology of the different subjects - Writting thesis - each student individually - Including case stories from own experiences in primary school - Adding new had knowledge from teaching by college teacher in the subject - Covering several elements - not less than 15 pages

15. 12th Period W42 to w45 - Passing exam - passing exam individually in one subject studied - passing exam in teaching one subject in two age groups - passing exam in IST and SPS - passing exam as a FG in IST and TEI verbally - passing exam as a FG in SPS in writing - passing exam as a BG in SPS verbally - Arranging special lessons to teach in primary school as part of the exam - Going throughly through with PST the gained experiences and skills for the apprentice and what has still to be achieved to function well as a PST - Planning the future

16. 13th Period W46 to w52 - Repetition and finalization of the subjects of the teacher training - each subject to be finalized with an exam. - Pedagogical subjects: pedagogy, methodoly of action research, school organization and management, crafts - language and Social Science: portuguese, expression of language, bantu languages, social science, moral and civic educationn; - natural science, mathematics and music: Natural science, mathematics, music, visual education, construction and maintanance, physical education portuguese

17. II. Training Methods Through the Definition of Modern Methods - DMM the students will put together three different elements or categories of instruction: Studies - solve tasks individually; Courses - get inspired class instruction by the teacher; and Experiences - personal and joint experiences in the totality of the program.

18. The studies In the studies tasks there is a TITLE and a WORDING, where we can go to the INSTRUCTION, where there are several steps to follow to get to the stuff and solve the task. It can be reading a specil article or chapter in a book; interviewing somebody; writing a conclusion; answering a test; pratical task to fulfil; do a small investigation and publishing the results, etc. Each task has a defined time to be solved. After finishing we send the tasks to the teacher that will corect within 48 hours. Each Friday there is a status meeting in the function-group FG - or how it is chosen by the team. usually, the group finishes declaring that everything s OK for all with this or that additional task or work to do this or that tudent, and eventually other comments and decisions.

19. The courses The courses are 1/4 of the educational time, where you get inspired and Learn. The teacher entertains, lays down his understanding and interprettion of serious questions, challnges the attitudes and unerstanding of students, tells about what students have never heard about, and asks to reconsider th student's whole foundation of thoughts and opinions. The college teacher explains, illustrates the subjects, life in all its aspects, what is to be a good teacher, why th world is an exciting place, and why the children in the rural schools must learn about it and much more. Your college teacher will function as an example for you as a student teacher, making exemplary teaching that leaves you different after the Course, compared to the dull person you were before the Course. The courses are integrated into the DMM method in order to tie together all the different parts of the everyday lif in the college as a training institution with all the every day routines and rhythms, the learning, the working together, the comradeship to be built up. And most of all, the courses are there to unite th students and to endow the school life with granther and more insteresting uestions on the agenda of humanity in general, very day, for all people and for each individual.

20. The experiences The experiences take up 1/4 of the school time, and are divided in two: The Common and Collective Experiences and your Own experiences. Both of these 2 categories of Experiences are less developed in their profile and practice than the Studies and the Courses, having a lot of "subjective", "unofficial" and "private" as a valuable part of the school life and learning.

21. Pedagogical Principles 1. You have to go exploring to acquire new ideas - and to explore further to form better ideas. 2. You have to get close to the thing you want to learn about. The closer you get, the more you learn. 3. Together with your fellow students you must be th driving force in the work in order to learn much more. Teacher's tricks won't do to put you on your toes. Life is too important for that. 4. You should be forewarned: once you get into your stride, you'll want to do more and more. The deeper you go into a uestion, the more you'll want to know. There is much work in this - but in return you'll avoid being superficial and half-awake. 5. There isn't tim to learn everything at school. Like an iceberg perhaps only one tenth of what you'd like to be able to do and know. The rest comes later. 6. Only Adam, at first, was alone in the world. All the rest of us are here together. 7. The things you learn should be put to use. Now, if possible - so that others may learn from you. Possibly later, as the occasion arises. What you have learned you learn twice as well by teaching it to others. 8. You have to be mobile, then you will encounter many things. Otherwise, things come to a stop - ven though your eyes are starting out of your head. From just one place you can't see far. 9. All this applies to teachers, too.

22. Training A. Slogans "Out of the pipe!" means "Don't hang around in there, get out and get going!" "Once more" means "You must do it again" "Give it the whole arm" means "Don't just use your little finger when trying, give it all that you have got" B. "Why do I have to learn this?" C. Academic skills - open your mind to a wealth of knowledge, improving yourself as a teacer and a human being. D. Studying Portuguese E. Studying Mathematics F Studying science G. Studying didactics

23. Training H. Collective spirit and unity I. Teaching about the material world, world of mind and spiritual world so that children can grow up to live happy, highly ethical, humanistic and productive life, to be sound in body, mind and soul and to b prepared for changes. J. Promote community activism being an agent of change, educating, mobilizing, organizing and sharing the experience with the people in the rural areas. K. Improve hygiene (construction of latrines, protection of wells, treating food, washing dishes and utensils and teach people how to grow healthy vegetables and herbs, how to protect gainst malaria through bed nets, spraying and planting of bushes that keep the mosquitoes away; and how to prvent HIV infection, and treat diarrhea. With small means, information, discussions nd campaigns in the village many health problems can be solved or eased. L. Help generating economic activities, like farming (cash crop), local production of handicraft, furniture or other goods that might be sold in the city. The teacher can calculate, mke plans, budgets and knows how to do accounting. The teacher can help people to acquire the skills for starting income generating business which could eventually help to bring greater wealth to people. M. Primary schools are a long term investment, where next generations are trained, needing school books, furniture and equipment. N. Solve economical uestions to get school mterials. O. Learn and practice how to put constructive measures in action to help improve the economy of the rural school nd its community, establishing school gardens together with th children, using th surplus to build a new classroom, or support orphans. Other ways are to operate micro-loans schemes to help generate income in the community. At some colleges, the students are trained in establishing simple pumps for irrigation at the colleges, in schools, nd in the community, which hs almost immediate economic effect as it increases output and income three times. P. Develop Center Activities in and for the community: provide training courses for functioning teachers; provide other services in connection with the primary schools in the province; offer educational and training possibilities for the community at large, for instance literacy courses, English courses and training in typing, administration and book keeping. Establish adult education for the general public according to specific needs and to further other activities to promote the educational environment, here under provide services for the educational authorities in the province.

24. Training Q. Investigation as a learning method about history, economy, environment, culture and traditions as well the people and the minds involved. R. Investigation method - get inspired by the reality and the people and the new knowledge; you see yourself; you get a feel for things; you get out of the college environment and meet the people; you show people that you are insterested in their lies; you get to know them up close; you learn about different opinions; you bring your results back to the other students of your team and th other teams at the college, with whom you discuss your results and lean more. S. Investigation tools - put many questions to yourself and to your fellow students/human beings in the learning process; discuss and elaborate on what the knowledge of the subject matter means for human life, and to seek out big issues as themes for your studies and lerning and thus pry into the subject matter from many angles. The big issues can serve as a framework and a tool within which can choose, sort, work with and interprete the knowledge you get hold of and learn many details, and because you have attacked your studies from above and in different ways, it is easier for you to get a grip of both the general and detailed aspects of the issues in uestion. T. Exploit the teacher training, learn and accumulate knowledge as well cultivate great ambitions to mobilize the children. U. Prepare to gt insterested students. V. The next generation wants to learn. W. the teacher must be very interested and knowledgeable about the world around him, about science, farming, social problems, literature and arts, numbers and economy, administration and organizations, local politics and world affairs, th development of children, th health of children and their families, and how to investigate and learn new things. X. Love the teacher's job and be a good friend of children, wishing that they will learn as much as possible and eager to satisfy their thirst of knowledge. Y. Know and mster the skills, techniques and methods of teaching, of mobilizing the students to learn nd improve, how to be active in the community and proud of themselves, their school, families and village. Z. Readiness to share his experience, knowledge and leadership skills within the community, in the effort of changing and improving the lives of both young and old, so that the new generations can grow up trusting in a better future.

25. Training AA. The teacher must have these skills. AB. The teacher is a pivotal person to next generations, community and country. AC. Teacher as a lider capable of creating visions and to analyse concrete situations with their contents, the people involved, the economy and the potentials, th possible and passable roads forward, the goals to follow, the consequences of different options - and then to put everything togethr and make it into something workable in real life with the actual people involved. AD. Teacher must be on the way forward, interested in many things, active as a person, practically minded in addition to being knowledgeable, and possessing more qualities in this direction, has a much greater possibility and chance to give this athmosphere of life skills on to the children. AE. A teacher hs to be a personality, has to have a broad outlook, a keen eye to and consideration to the future and a deep felt humanistic and compassionate spirit for the people of the world in order to be able to inspire and qualify new generations, to do good, to get them to fly even when sitting in the classroon, and to make acutely aware of the wonderful and contradictory world to which they belong, humbling them to understand themselves as citizens of the world and part of the family of man. AF. A teacher in a rural area must be able to move th students to constructive actions so that their personalities are formed and matured for them to be able to contribute to putting a mark on the world, as well as to increasing the quality of their own and other people's lives in veryday life. AG. Teacher training colleges go for making th teaching/learning an actions experience stimulated by the teacher and real life. AH. Understand what a child is and how it perceives itself, what it needs to be, here it needs to be moved, and hat it takes o move it there, where it i going nd ho the teacher cn support nd qualify this direction. The teacher i a facilitator of the child.

26. Training AI. Th teacher should be ready for new job and challnges, hs to be a dynamic person who can move quickly and decisively, who can place himself where needed nd replace himself where necessary, who can grasp the situation and easily associate with people. AJ. Best teacher - counsciously mobile an agile, while also spreading calmness and confidence around; looking for new endeavors while also appreciating and giving value to th everyday, you can stick together with and associate with all people around you while also being and feeling confortable in your own company and with brand new acquaintances, you can think untraditional thoughs while also crediting th age old experiences won throughout human history. He has trained himself to be able to create new ideas on the borderline to the future while also respecting the present traditions, culture and history of the people and the community; he is intrested in all things new and different and spread them throughout his work at the same time honoring th experiences of old people. AK. To be a good teacher - acquiant with the country's conditions, its people, its possibilities. Study, investigate, get close to, understand and discuss with people in the cities and the countryside about their lives, their work, their thoughts on the future, their possibilities and ambitions for themselves and for their sons and daughters, and much more. AL. Know how the life goes in Mozambique, who run what, what are the structures, ho are things organized, what are the cultural gatherings, wht kind of chiefs, or councils or other authorities present from the capital city to the rural ares, and how can you get round with respect for everybody. AM. Acquire a specific knowldge about the school as an institution: its leadership, its teahers and their conditions, the example set in the community, that the teacher might act as a public person and strive to be working for the common good, that the school can be used to inform the areas and communities and spread information, that the teacher should know how the health system functions, and ho the school and the teachers deal with special difficulties of the children and much more. AN. Important questions: How to kno if the children are mentally present in the classroon? Are there any empty stomachs? What is the most important matter to teach the students? How to make the brightest students learn as more as possible? How to ensure that no lesson is boring? AO. Talk with the experienced teacher: why this or that hs worked well or he did not obtain the intended result in certain cses; learn about the children background and thir way of thinking nd learning; get close to the function of the school, the curriculum, how things are taking place, get inspired and initiate discussions abou how some things may b done differently. Train ability to be critical, to pose uestions as to the functionality of th school, to be impatient if sufficient results are not achieved, so that new methods can be found and solutions tried out - and all this as an integrated part of your teacher training.

27. Training AP. Learn the difference the teacher will make to children and their families. AQ. Questions: Where are you heading with your life as a teacher? Have you determined with yourself that what you do as a teacher must have a lasting impact on all your students? To achieve this it is not enough to do what is formally required of the teacher such as to show up in class and go through the curriculum required by the Ministry of Education, by impressing the class, to activate the children, to mobilize the parents to be active in the life of the school and the community and much more which will require your imagination and creativity. Have you determined that you will always go for creating peace and co-operation between people? To always be honest and incorruptible, to discuss with fellow teachers and people in the community so that all get along, to not aggressively put forward your own ideas but be prepared to listen to others, to go against those who beat or mistreat children, to make sure that no child in the school is excluded or taunted by others, to make friends and not enemies and always to search for common ground. Have you determined that you will be more than just the teacher in the community? gather with parents and other adults being their mentor in making life better for all, establishing literacy classes, clubs for women, ways to improve health in the community, arranging events of an uplifting nature, running a sports club for the youngsters in the area, teaching everybody in the community how to fight HIV/AIDS and malaria and to eat a healthier diet and inspire all the people to be proud of their community. Have you made a list of all that you want to be in the future as a good example for the others? Have you decided to live a healthy lif style so that you can stay productive and active for very many years to come? Have you decided to continue learning new things, to always be curious and interested in knowing the latest about scientific advances and the politics of the country? Have you taken the arts and the human expression of emotions and looking for a good life to heart so that you read literature and poems, look for the beauty in all things around you and strive to inspire also in untraditional ways those around you? Have you decided to make your share to make the country a better place for all, initiating projects in the community for the benefit of those most in need, sharing your experience of what to o with others and more? Have you decided that you want to remain an active member of DNS-África wherever you go, staying in contact with your teacher training college, seeing yourself as a teacher in all that you do and expressing yourself so that others will be able to learn from you?

28. IV. Training On the Job 14th period - Further training of the graduate Teacher on the Job FUNCTIONING AS A BROD VERY DAY TEACHER - Functioning as a teacher, both for the smaller ones nd the bigger ones; - Practicing teaching in most subjects of th school; - using all possible opportunities to promote practical tasks and actions as part of learning at school - Taking good care of each and every student at school - Maintaining good and regular contact with the parents of the children - Functioning as a driving force in the school's Teacher Council - Passionate to become Primary School Teacher (PST) for trainees from teacher training colleges - Being eager to always learn more himself and to lso put his experiences to use with teacher colleagues - Going through a training module of 150 hours during each of the first three years (bantu languages, portuguese, mathematics, and natural sciences, knowledge on Mozambique, th World and Contemporany Issues, train a number of capcities - orking together with the school authorities and the local leaders, cooperating with the parents and the community, handling and getting a lot out of practical topics in th primary school (gardening, maintainance, cleaning); mobilizing the children to act in their community; using the school as a center for activities and much more.

29. IV. Training on the job HEADLINES SHOWING PST - IST - SPS PST - Being a driving force in the teacher's council and - being able to be take an opprentice who is undergoing teacher training - Promoting outreach activities from th school to the community, like Open Sundays, Practical Actions and Cultural Events IST - using IST actively and spreading it around to the children and to the colleagues SPS - Finding ways to create and hold arrangements like SPS to make more teachers and others come together and discuss ho to function as a teacher in broad sense Exam Making a plan for your work every month and let it be reviewed by the headmaster or a colleague - in order to promote discussion and to stay on your toes.

30. V. FURTHER ON 1. USING THE MEDIA TO DELIVER LESSONS 2. LESSONS TO INFORM AND ENLIGHTEN THE GENERAL POPULATION OF MOZAMBIQUE, FOCUSING THE PARENTS OF CHILDREN, YOUTH IN VOCATIONAL AND OTHER TRAINING INSTITUTIONS, YOUTH GROWING UP CONSIDERING WHETHER TO BECOME TEACHERS, LOCAL AND CENTRAL AUTHORITIES AND POLITICAL LEADERS, AND VERYONE WHO WANT TO GET HOLD OF NEW GENERAL AND SPECIFIC KNOWLDGE TO ENHANCE THEIR LIVES AND BROADEN THEIR HORIZON AND TO CREATE NEW POSSIBILITIES FOR THEMSELVES, THEIR CHILDREN AND THEIR COUNTRY.

31. 3. EXAMPLES OF LESSONS TO BE TAUGHT - Mozambique on its Way forward - The History of Africa in Grand Lines - About the Portuguese Language - Calculation is fun - natural Sciences - important to learn about - Mathematics the easy way - mathematics in Daily Life - Mozambique's Splendor. Geography - World Geography - Global Warming and its Consequences for Mozambique

32. 3. Examples of lessons to be taught - The Universe - why give it a thought? - All Countries of the World - Economics of the Rich and the Poor - The Biology of the Cell - The Evolution of the Human Being - The great Rivers of the World - The World and the International Society - A Series of Common Diseases: TB, Malaria, Infections, Respiratory Diseases, HIV/AIDS - The Social Insects - India & China - the new powerhouses of the World (and Brasil) - The World's Children

33. 3. Examples of lessons to be taught - Ancient Cultures - A Teacher's Role in developing Society and People - Doing Things the practical Way - Schools when they are best - and much more

34. 4. INTERNAL SYSTEM FOR ALL THE TEACHER COUNCILS AT MOZAMBIQUE'S AND ANGOLA'S PRIMARY SCHOOLS: Teachers encouraged to follow a comprehensive program of further training, part of which is to make use of the educational TV, radio and newspaper content The headmasters of the country's primary schools will be vested with the institutional responsability to help his teachers to make a good plan for their further capcity building in order to improve their knowledge, training and outlook.

35. 5. Role of the government will be to encourage all teachers to embark on further training, and to challenge all headmasters to introduce the concept in their schools. 6. TROOPS OF ACTIVIST PEDAGOGY TEACHERS - Will assign a special district/area to cover, where they will spread knowledge on pedagogy, human life and connected issues, on instruction methods, on teaching both theoritically and practically, on a humanizingschool, on didactics and methodology, on skills to be learned and practiced in school, on the importance of physical education and sports - and of many other pedagogical questions. - The activist pedagogy tachers will be organized to the effect of staying three years in their assigned area to be able to cover all the schools with their primary school teacher councils with their lectures on Pedagogical Days. - The teachers will get around in a bus, and will drive themselves to school after school, where they will hold lessons at Pedagogical Days. - The home base will be EFP. - Will distribute materials.

36. 7. FHPP AND ADPP-MOZAMBIQUE will seek funds to implement it, nd will also seek active government support for raising such funds. 8. EFP and OWU/ISET will be assigned many roles of support and sustenance of the above plan, and help set up a net of volunteering lectern, wich will produce materials for lessons for the mass media, as well as for helping the hadmaster's pivotal role in the teacher's own educational plan, and also produce material to b used and spread through th troop of activist pdagogy teachers.

37. V. TRAINING FACILITIES EFP TETE - Chiuta