Crenças de autoeficácia docente para o ensino de Artes em contexto de aprendizagem colaborativa
Carregando...
Data
2017-08-23
Autores
Rodrigues, Gisele Carvalho [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo teve como objetivo investigar as crenças da autoeficácia docente em professores que ensinam Arte em contexto de aprendizagem colaborativa. Assim delimitou-se como objetivos específicos: a) mensurar o nível de autoeficácia e as fontes de construção dessa crença com professores de Arte antes, durante e após a participação em um curso de formação continuada; b) correlacionar as variáveis pessoais e de contexto com o nível e as fontes de autoeficácia; c) mensurar o nível de aprendizagem colaborativa entre os participantes do curso de formação e sua associação com as variáveis pessoais; d) explorar em que medida as variáveis ligadas à aprendizagem colaborativa explicam a AED e fontes; e) identificar os principais desafios percebidos para ministrar Arte na escola. Considerando os objetivos, optou-se pela pesquisa quanti-qualitaiva utizando-se de cinco instrumentos de pesquisa, a saber: um questionário de caracterização dos participantes (FISK, 2012; IAOCHITE, 2007), a Escala de Autoeficácia Docente, elaborada por TschannenMoran e Woolfolk Hoy (2001), traduzida por Polydoro et al. (2004) e ajustada para área de Arte, a Escala de Fontes de Autoeficácia Docente (IAOCHITE; AZZI, 2012), a Escala de Experiência Colaborativa (SPEARS, 2012) sobre a participação no curso de formação para o ensino de Arte e o Relatório de Avaliação sobre a Prática de Ensino, elaborado especificamente para esse estudo. Participaram 29 professores de Arte, de ambos os sexos, com faixa etária média de 37 anos e com tempo médio de 11 anos de atuação na carreira docente, os quais já haviam participado da fase anterior. Os resultados revelam que antes do curso os níveis de autoeficácia docente eram de 4,68; durante a formação continuada o nível de autoeficácia foi de 5,01 e, após o curso, 5,16 pontos. As fontes de informação das crenças de autoeficácia mais influentes para os professores foram as experiências vicárias e a persuasão social. Em relação a experiência colaborativa das quatro dimensões, as que apresentaram escores médios mais elevados são a Interação Social 4,60 e a Satisfação 4,59. Quanto as correlações da experiência colaborativa com as crenças e fontes de autoeficácia docente, indicam que professores com maiores níveis autoeficácia docente e de fontes têm também maiores níveis de experiência colaborativa. As variáveis da experiência colaborativa explicam 44,6% da influência positiva na AED. O estudo também revelou os desafios percebidos pelos professores aos ministrarem aulas de Arte. Encontrou-se nas categorizações as estratégias instrucionais; o manejo de classe e o engajamento dos alunos, por meio dos quais nota-se a necessidade de repensar as condições estruturais oferecidas ao ensino de Arte. Evidencia-se a importância do fortalecimento das crenças de autoeficácia dos professores de Arte, que os permitam desconstruir a naturalização da baixa qualidade de ensino que vem sendo ofertado nesse campo e os possibilite, através de esforços sistematizados e reflexão, transformarem a sua realidade.
The present study aimed to investigate the beliefs of teacher self-efficacy in teachers teaching Art in a context of collaborative learning. Thus, the following specific objectives were defined: a) to measure the level of self-efficacy and the sources of construction of this belief with Art teachers before, during and after attending a continuing education course; b) correlate personal and context variables with the level and sources of self-efficacy; c)measure the level of collaborative learning among participants in the training course and their association with personal variables; d) explore the extent to which the variables linked to collaborative learning explain teacher self-efficacy and sources; e) identify the main challenges perceived to teach art in school. Considering the objectives, the quantitative-qualitative research was used using five research instruments, namely: a questionnaire to characterize the participants (FISK, 2012; IAOCHITE, 2007), the Teaching Self-Efficacy Scale elaborated by Tschannen Moran and Woolfolk Hoy (2001), translated by Polydoro et al. (2004) and adjusted for the area of Art, the Teaching Self-efficacy Scale (IAOCHITE, AZZI, 2012), the Collaborative Experience Scale (SPEARS, 2012) on Participation in the Art Teaching Training Course, and the Teaching Practice Assessment Report, prepared specifically for this study. Attended by 29 art teachers of both genders, with an average age of 37 years and an average time of 10.6 years of teaching career, which had already participated in the previous phase. The results show that before the course the levels of teacher self-efficacy were 4.68; during continuing education, the level of self-efficacy was 5.01 and, after the course, 5.16 points. The sources of information of the self-efficacy beliefs most punctuated by the teachers were vicarious experiences and social persuasion. There was no positive and significant correlation between the source and physiological and affective states. In relation to the collaborative experience of the four dimensions, the ones that presented higher average scores are Social Interaction 4.60 and Satisfaction 4.59. As for the correlations of the collaborative experience with the beliefs and sources of teacher self-efficacy, they indicate that teachers with higher levels of teaching self-efficacy and of sources also have higher levels of collaborative experience. The variables of the collaborative experience explain 44.6% of the positive influence on teacher self-efficacy. The study also revealed the challenges perceived by teachers to teach Art classes. In the categorized instructional strategies; class management and student engagement, through which we note the need to rethink the structural conditions offered to the teaching of Art. It is evident the importance of strengthening the self-efficacy beliefs of Art teachers that allow them to deconstruct the naturalization of the low quality of teaching that has been offered in this field and to enable them through systematized efforts and reflection to transform their reality.
The present study aimed to investigate the beliefs of teacher self-efficacy in teachers teaching Art in a context of collaborative learning. Thus, the following specific objectives were defined: a) to measure the level of self-efficacy and the sources of construction of this belief with Art teachers before, during and after attending a continuing education course; b) correlate personal and context variables with the level and sources of self-efficacy; c)measure the level of collaborative learning among participants in the training course and their association with personal variables; d) explore the extent to which the variables linked to collaborative learning explain teacher self-efficacy and sources; e) identify the main challenges perceived to teach art in school. Considering the objectives, the quantitative-qualitative research was used using five research instruments, namely: a questionnaire to characterize the participants (FISK, 2012; IAOCHITE, 2007), the Teaching Self-Efficacy Scale elaborated by Tschannen Moran and Woolfolk Hoy (2001), translated by Polydoro et al. (2004) and adjusted for the area of Art, the Teaching Self-efficacy Scale (IAOCHITE, AZZI, 2012), the Collaborative Experience Scale (SPEARS, 2012) on Participation in the Art Teaching Training Course, and the Teaching Practice Assessment Report, prepared specifically for this study. Attended by 29 art teachers of both genders, with an average age of 37 years and an average time of 10.6 years of teaching career, which had already participated in the previous phase. The results show that before the course the levels of teacher self-efficacy were 4.68; during continuing education, the level of self-efficacy was 5.01 and, after the course, 5.16 points. The sources of information of the self-efficacy beliefs most punctuated by the teachers were vicarious experiences and social persuasion. There was no positive and significant correlation between the source and physiological and affective states. In relation to the collaborative experience of the four dimensions, the ones that presented higher average scores are Social Interaction 4.60 and Satisfaction 4.59. As for the correlations of the collaborative experience with the beliefs and sources of teacher self-efficacy, they indicate that teachers with higher levels of teaching self-efficacy and of sources also have higher levels of collaborative experience. The variables of the collaborative experience explain 44.6% of the positive influence on teacher self-efficacy. The study also revealed the challenges perceived by teachers to teach Art classes. In the categorized instructional strategies; class management and student engagement, through which we note the need to rethink the structural conditions offered to the teaching of Art. It is evident the importance of strengthening the self-efficacy beliefs of Art teachers that allow them to deconstruct the naturalization of the low quality of teaching that has been offered in this field and to enable them through systematized efforts and reflection to transform their reality.
Descrição
Palavras-chave
Autoeficácia docente, Aprendizagem colaborativa, Ensino de arte, Teaching self-efficacy, Collaborative learning, Art teaching