In 2007, some curricular changes of teacher training system were initiated in Mozambique with teacher training course model 10+1. The changes included the teaching of English together with other new subjects that required the training of teachers capable of implementing them to meet the needs of primary education curriculum. In order to examine the implementation of the curricular changes in primary teachers’ institutes, an in-depth study was conducted with attention paid to the integration of complementary subjects for English course at Chicuque teacher-training institute, using a qualitative study. Data were collected through in-depth interviews and document analysis. During the fieldwork, qualitative data were initially analysed through manual methods of coding, clustering and summarizing. At the later phase, electronic methods were used for data processing in Word and Excel software. The personnel’s qualifications, specialization and position were used as the criteria for inclusion of 37 participants involved in curriculum design, Education management and teachers of English in primary schools based on a non-probability and purposive sampling technique. The results indicated that curricular change in study has never been implemented owing to the flaw found in the policy formulation. This article claims that if the curriculum itself is designed with omissions of key guidelines, it will be unlikely to have an effective implementation and suggests a deep evaluation of teacher training policies to review the study plan of the English Course for primary education.
Key words: Teacher training, curricular changes, implementation, policy formulation.
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