INITIAL EDUCATION OF MATHEMATICS TEACHERS IN THE CONTEXT OF THE EXPANSION AND CONSOLIDATION OF HIGHER EDUCATION IN ANGOLA (2009–2025): A CASE STUDY AT ISCED UÍGE

Abstract

Initial training of Mathematics teachers is a strategic element for improving teaching quality and consolidating higher education in Angola, particularly given the transformations arising from the expansion of the university system in recent decades. This study aims to analyze how the initial training of Mathematics teachers at the Higher Institute of Educational Sciences (ISCED) of Uíge has responded to the demands of higher education expansion in Angola, identifying the challenges and possibilities that characterize this training process. The research adopts a qualitative, applied, exploratory and descriptive approach, developed through a case study of the Mathematics Teaching degree program at ISCED-Uíge, with data produced through document analysis and semi-structured interviews and treated through Content Analysis. The findings show progress in curricular organization and in participants' perceptions, while also revealing institutional, pedagogical, and curricular challenges that condition the quality of training. The study is expected to broaden the understanding of the training process developed at ISCED-Uíge and to offer input for improving institutional policies and practices.