Didactic in teacher training, from an entrepreneurial perspective: the case of the Instituto Politécnico Superior de Caála

Abstract

This article aims to reflect the adjustment of the contents of teacher training programs, to make teaching establishments, institutions capable of linking the acquisition of theoretical knowledge to professional practice in order to stimulate the desire to undertake and contribute to the didactic development in teacher training, from an entrepreneurial perspective. Due to the insufficiencies and weaknesses in the professional development, as well as in the creativity after the end of studies as a teacher and above all in his training as a professional in the Angolan context, emphasizing the performance of some activities that do not dignify anything. On the other hand, we want to theoretically support entrepreneurship in the field of education, as a knowledge that should be part of training a teacher. For a long time, the teacher was not taught to undertake, which to a certain extent, does not allow him to find solutions, in the absence of employment in the state. We proposed to present this article, to encourage schools that have the mission of training teachers in order to integrate entrepreneurship as an integral part of training. The article is structured in: Introduction, theoretical framework, methodology, empirical part and finally the conclusions. We adopted a descriptive analysis methodology, in a qualitative approach.