IMPACT EVALUATION OF TWO MASTER COURSES ATTENDED BY TEACHERS: AN EXPLORATORY RESEARCH IN ANGOLA

Abstract

The present research aims to evaluate the impact of two master courses offered by one public higher education institution in Angola on the professional development of Angolan teachers and also on the broader educational community. The two courses were attended by 393 teachers. The data of 45 answered questionnaires and six verbatim transcripts of individual semi-structured interviews were analysed. According to the teachers perspective the courses contributed to teachers’ personal growth and changes of practices, as well as improved students’ learning (micro context of impact). Although to a lesser extent, impact on broader contexts was also identified, indicating that changes occurred also within other teachers and elements of the surrounding school community (meso context of impact) as well as the community of educational research (macro context of impact). The results in discussion are of relevance for further investment on post graduation courses (master level) for teachers offered by higher education institutions. Outlined recommendations could potentially contribute to impact enhancement (and understanding) of academic post-graduation courses’ attended by in-service teachers, particularly those integrated in recent higher education systems of post conflict countries, such as the Republic of Angola. Key words: teachers’ professional development, teacher education, post-graduation, master courses, impact evaluation, Angola.