Historical trends in the development of professional pedagogical competencies for teaching performance. The case of Secondary School No. 1 in the municipality of Saurimo, Lunda Sul province, Angola

Abstract

This article addresses the issue of teacher training at Liceu nº1 "José Manuel Salucombo" in the municipality of Saurimo, Lunda Sul, Angola. The research is justified by the finding that 63.12% of the center's teachers lack pedagogical training, which compromises the quality of the teaching-learning process and the students' holistic development. The study adopts a mixed-methods approach (qualitative and quantitative) with a descriptive scope. Data collection instruments included questionnaires, interviews, classroom observations, and document analysis. The target population consisted of teachers from Liceu nº1. The research also included a historical review of teacher training in Angola. The evolution of teacher training in Angola reveals both advances and limitations from the colonial period to the present day. Challenges persist regarding qualifications, infrastructure, and continuous professional development. Authors highlight reform efforts, educational expansion, and the need to strengthen pedagogical competencies to improve the quality of education in the country. The research concludes that historical findings provide an understanding of how policies, reforms, and sociopolitical contexts have shaped teacher training in Angola. Trend analysis highlights persistent patterns, such as inadequacies in training and structural challenges. These results are essential for guiding current decisions, informing improvement strategies, and strengthening pedagogical competencies in the country