Marta Mendonça

Bio: Marta Mendonça is an academic researcher from Eduardo Mondlane University. The author has contributed to research in topics: Higher education & Competence (human resources). The author has an hindex of 3, co-authored 5 publications receiving 28 citations.

From competence-based teaching to competence-based learning: : The case of generic competencies in the Faculty of Education at the Eduardo Mondlane University in Mozambique

Abstract: The article explains how a formative evaluation in the context of a university in a developing country involving different stakeholders contributed to the development of proposals to improve ongoing educational practices. The case to be discussed is the implementation of generic competencies in the Faculty of Education at the Eduardo Mondlane University in Mozambique. The evaluation was carried out when the first group of Master's students of the faculty was about to finish their studies. It shows how the evaluation of a competence-based curriculum can bring university staff, their students and representatives of the world of work together. The common goal is the improved training of competent professionals, taking into account the learning process of the students, their professional practices and the specific difficulties they encounter.

Introducing a Student-centred Learning Approach in Current Curriculum Reform in Mozambican Higher Education

Abstract: The Eduardo Mondlane University (UEM) in Mozambique is introducing new participative forms of pedagogical practices into the process of its current curriculum reform This article presents a case study of the introduction of a student-centred approach at one department and discusses some of the lecturers’ perceptions and experiences concerning the process A qualitative study was carried out based on classroom observations and interviews Activity theory was used in the analysis of the results The findings show that the lecturers do not feel ownership of the curriculum reform introducing student-centred learning They express a need for training and the creation of adequate material conditions to apply the innovation The findings also reveal contextual factors affecting student engagement in learning In the conclusions, reflections are presented concerning the place of the generic values of learner-centeredness in the academic culture of the UEM

Exploring an Experience of Active Learning in Higher Education

Abstract: This article presents a subjective experience of attending a pedagogical training course for higher education teaching staff at Umea University, in Sweden. A participant observation was carried out based on an inductive approach. Data were collected through reports done in form of narratives at the end of each session. The analysis was done by critical reflection and the narratives were selected and thematically grouped according to the activities carried out during the course. Further, the analysis was supported by relevant literature related to educational theories that sustain student’s accountability in learning and interactive classes. The results of the study conclude that the role of the teacher is crucial to make students active, motivated and self-regulated. However, students’ active learning also depends on other factors such as contextual, social and psychological aspects. In addition, the communication involved in the process of teaching and learning develops confidence, empathy and achievement of good academic results.

Inner Tensions in Changing Pedagogical Approaches in Mozambican Higher Education

Abstract: The paper discusses tensions in the process of implementation of student-centered pedagogical approaches in Mozambican higher education. A qualitative study was carried out based on document analys ...

A comparative analysis of university pedagogical centres’ activities in Mozambique and Sweden

Abstract: Many universities around the globe consider raising the pedagogical competence of their teachers to be an important task. The common way of approaching this task is the creation within the universi ...

Narrative Methods for the Human Sciences

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