PEDAGOGICAL DIFFERENTIATION STRATEGIES AND THEIR CONTRIBUTION TO THE INCLUSION OF TRAINEES: PERCEPTIONS OF MOZAMBICAN TRAINERS

Abstract

This study aims to identify the strategies of pedagogical differentiation (PD) and their contribution to the inclusion of trainees, in the Commercial Institute Mártires de Wiriyamu and Industrial Institute of Matundo, in Tete, Mozambique, according to the perceptions of the trainers. This is a descriptive study with a quantitative approach, where the questionnaire survey was applied to 58 trainers. A five-point Likert scale was used. Regarding the data processing techniques, a descriptive analysis was carried out to characterize the target group and commonalities were calculated to identify the variables that contribute positively and negatively to the inclusion of trainees. Regarding the positive contribution, the results revealed that 85.2% of the trainers favored the cooperative learning strategy, 80.8% of the trainers said that they prioritized appropriate teaching resources, which helped to arouse the attention and interest of the trainees and 84.0% stated that pedagogical differentiation contributed to the inclusion of the trainees. While the negative contribution was characterized by the non-implementation of PD strategies, due to the insufficiency of teaching resources/teaching materials (83.1%), the extension of the contents in the thematic plan does not allow the practice of PD (86.0%) and the application of the same assessment instruments for all trainees (83.6%). In conclusion, despite the dynamics of the strategies implemented by the trainers, it is worth highlighting that factors such as the insufficiency of teaching resources/teaching materials, the application of the same assessment instruments and the extension of the contents in the thematic plan, condition the development of pedagogical differentiation practices.