Preparation and performance of primary school teachers in the face of the challenges of attention to diversity in the context of the classroom in the Municipality of Soyo

Abstract

This research seeks to understand the current state of preparation of teachers of primary education with respect to diversity in classrooms in the Municipality of Soyo, Zaire province, Angola. It was carried out from a qualitative paradigm, a phenomenological approach based on a study of exploratory scope. The research seeks to answer the following question: What is the current state of preparedness that primary school teachers present regarding attention to diversity in the classroom in the Municipality of Soyo, Zaire province, Angola? A non-probabilistic sample of intentional criteria was used, where 12 teachers from three schools were selected, 6 of them with initial teacher training and 6 without initial training. For the collection of information, two techniques were used: the semi-structured interview for teachers with initial training and the focus group for teachers without initial training. The technique of content analysis was applied to the process of analyzing results. The results of the research show weaknesses of knowledge and management of classroom diversity and substantial differences between teachers with initial training and without initial training analyzed from the categories of a priori and emerging analysis.