The Use of research findings by undergraduate physics education programs in Angola
DOI:
https://doi.org/10.30722/IJISME.32.01.006Abstract
Reading, comprehending, and interpreting academic texts have a significant impact on the preparation of future educators. As the demand for physics courses grows, so do the difficulties for teachers in Angola. This article presents the findings of a pilot study that aimed to determine whether or not scholarly literature such as journal articles, monographs, dissertations, and theses is considered in the education of physics teachers. The research was conducted between the years of 2019 and 2021, and it was based on an examination of the pedagogical project and course outlines in Physics education programs at three Angolan institutions. The documents examined range from 2016 to 2020. To do this, we relied on a qualitative approach and on French-Brazilian Discourse Analysis to process the collected data, in addition to other authors to support the discussion. The findings revealed that most pedagogical projects aim to incorporate research findings into their teaching, but only a small percentage of the analysed course outlines actually did so. This study also revealed a scarcity of doctorally-educated staff in this field, as well as a lack of use of journal articles, monographs, dissertations, and theses, and attendance at national and international scientific conferences.