Autoeficácia docente no contexto da educação inclusiva: instrumentos de medida e formação de professores baseada em experiências vicárias
Carregando...
Arquivos
Data
2018-11-23
Autores
Martins, Bárbara Amaral [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Autoeficácia docente se refere ao julgamento do professor sobre suas capacidades profissionais e influi sobre sua dedicação e maneira de conduzir o processo educacional. Considerando-se a importância de altos níveis de autoeficácia para a qualidade da educação, defende-se a tese de que a análise de experiências vicárias (provenientes da observação de outras pessoas), durante a formação de professores, na perspectiva da inclusão escolar, pode fortalecer a autoeficácia docente para práticas inclusivas e contribuir para a aquisição de conhecimentos. Assim, investigou-se se a formação docente acerca da inclusão, baseada em experiências vicárias com a modelação de experiências educacionais inclusivas bemsucedidas, envolvendo estudantes com deficiência intelectual (DI) e altas habilidades/superdotação (AH/SD), pode aumentar os níveis de autoeficácia dos professores. A pesquisa foi desenvolvida por meio de quatro estudos. O Estudo 1 objetivou identificar estudantes precoces com indicadores de AH/SD, em uma escola pública. Foram usados instrumentos para a coleta de opiniões, avaliação pedagógica e psicológica. Os dados foram analisados quantitativamente e resultaram na identificação de 12 estudantes. O Estudo 2 teve a finalidade de identificar experiências educacionais inclusivas bem-sucedidas, em salas de aula frequentadas por discentes com DI e AH/SD. Os dados foram coletados por meio de filmagens, a análise foi realizada por juízes a partir de um protocolo de observação e os resultados indicaram que o sucesso das práticas inclusivas está relacionado à flexibilização do processo educacional e se favorece pela ludicidade, cooperação entre pares, materiais de apoio, entre outros. O Estudo 3 destinou-se a mensurar a autoeficácia docente, no que se refere à atuação junto a estudantes com DI e AH/SD, propondo-se especificamente traduzir e adaptar transculturalmente a Teacher Efficacy for Inclusive Practices (TEIP) Scale, validá-la, analisar a relação entre as medidas de autoeficácia para práticas inclusivas e variáveis demográficas e adaptar a versão originada para a mensuração da autoeficácia docente para a inclusão de educandos com DI e AH/SD. A versão brasileira da escala foi submetida à Análise Fatorial Exploratória, a qual revelou a adequação de suas propriedades psicométricas. A relação entre a autoeficácia e variáveis demográficas foi analisada a partir do teste de Kruskal-Wallis e apontou diferenças nas variáveis formação e etapa escolar. A adaptação da escala para públicos com DI e AH/SD resultou em duas novas versões, as quais possuem boa consistência interna, conforme os coeficientes de Alfa de Cronbach. O Estudo 4 objetivou verificar os efeitos da formação na autoeficácia dos professores participantes que realizaram cursos com modelação de experiências educacionais inclusivas bem-sucedidas (experiências vicárias) envolvendo estudantes com DI ou AH/SD. Tanto a análise das pontuações nas escalas de autoeficácia docente para práticas inclusivas, aplicadas antes e após os cursos, quanto a avaliação dos participantes a respeito da formação evidenciaram o fortalecimento das crenças de autoeficácia, que, segundo os professores, esteve acompanhado por aprendizagem, mudança de concepções e maior sentimento de preparo. Enfim, salientam-se as potencialidades da análise de experiências vicárias na formação de professores, enquanto estratégia para desenvolver e/ou fortalecer as crenças de autoeficácia docente para práticas inclusivas, com a articulação entre teoria e prática.
Teacher self-efficacy involves educator's judgment of his/her professional abilities, and modifies both his/her dedication and the way of conducting the educational process. Considering the importance of high levels of self-efficacy for the education quality, it is argued that analysis of vicarious experiences (from watching other people) during teacher education for school inclusion can strengthen teacher self-efficacy towards inclusive practices, and contribute to knowledge acquirement. Thus, we have investigated if teacher inclusion education – based on vicarious experiences with successful inclusive modeling educational practices, that involves students with intellectual disability and giftedness – can increase teacher self-efficacy levels. The research was based on four studies. The Study 1 aimed to identify precocious students with giftedness indicators in a public school. Tools used in this process include opinions gathering and pedagogical/psychological evaluation. Data were quantitatively analyzed and resulted in the identification of 12 students.The Study 2 aimed to identify successful inclusive educational experiences in classrooms composed by intellectual disability and giftedness pupils. Data were collected by filming, and the analysis was performed by judges, according to an observation protocol, with the outcomes indicating that inclusive practice success is related to educational process flexibility, favored by ludicity, cooperation between peers, and support materials, among others. The Study 3 was designed to measure teacher self-efficacy related to his/her practicing with intellectual disability and giftedness students in order to specifically translate and transculturally adapt the Teacher Efficacy for Inclusive Practices (TEIP) Scale, validating it and analyzing the relationship between self-efficacy tools for inclusive practices and demographic variables, besides adapting the new version towards measuring teacher self-efficacy in the inclusion of intellectual disability and giftedness pupils. The Brazilian version of the scale was submitted to an Exploratory Factorial Analysis, showing the adequacy of its psychometrical properties. The relationship between self-efficacy and demographic variables was analyzed by the Kruskal-Wallis test, which appointed difference of these variables as well as sex, training and school stage. The scale adaptation to intellectual disability and giftedness resulted in two internally consistent new versions according to Cronbach’s Alpha coefficients. The Study 4 aimed to verify the education effects in teacher self-efficacy on participants, who performed courses with successful inclusive modeling educational practices (vicarious experiences) involving intellectual disability and giftedness pupils. Concerning inclusive practices before and after the courses, the analysis of punctuations on teacher self-efficacy scales as well as the participants’ evaluation of the training made clear the strengthening of self-efficacy beliefs, with learning, concepts changing and a great feeling of self-preparing, according to teachers. At last, it is emphasized the importance of vicarious experiences analysis in teachers education as strategy to develop and/or fortify teacher self-efficacy beliefs to inclusive practices, with theory and practice articulation.
Teacher self-efficacy involves educator's judgment of his/her professional abilities, and modifies both his/her dedication and the way of conducting the educational process. Considering the importance of high levels of self-efficacy for the education quality, it is argued that analysis of vicarious experiences (from watching other people) during teacher education for school inclusion can strengthen teacher self-efficacy towards inclusive practices, and contribute to knowledge acquirement. Thus, we have investigated if teacher inclusion education – based on vicarious experiences with successful inclusive modeling educational practices, that involves students with intellectual disability and giftedness – can increase teacher self-efficacy levels. The research was based on four studies. The Study 1 aimed to identify precocious students with giftedness indicators in a public school. Tools used in this process include opinions gathering and pedagogical/psychological evaluation. Data were quantitatively analyzed and resulted in the identification of 12 students.The Study 2 aimed to identify successful inclusive educational experiences in classrooms composed by intellectual disability and giftedness pupils. Data were collected by filming, and the analysis was performed by judges, according to an observation protocol, with the outcomes indicating that inclusive practice success is related to educational process flexibility, favored by ludicity, cooperation between peers, and support materials, among others. The Study 3 was designed to measure teacher self-efficacy related to his/her practicing with intellectual disability and giftedness students in order to specifically translate and transculturally adapt the Teacher Efficacy for Inclusive Practices (TEIP) Scale, validating it and analyzing the relationship between self-efficacy tools for inclusive practices and demographic variables, besides adapting the new version towards measuring teacher self-efficacy in the inclusion of intellectual disability and giftedness pupils. The Brazilian version of the scale was submitted to an Exploratory Factorial Analysis, showing the adequacy of its psychometrical properties. The relationship between self-efficacy and demographic variables was analyzed by the Kruskal-Wallis test, which appointed difference of these variables as well as sex, training and school stage. The scale adaptation to intellectual disability and giftedness resulted in two internally consistent new versions according to Cronbach’s Alpha coefficients. The Study 4 aimed to verify the education effects in teacher self-efficacy on participants, who performed courses with successful inclusive modeling educational practices (vicarious experiences) involving intellectual disability and giftedness pupils. Concerning inclusive practices before and after the courses, the analysis of punctuations on teacher self-efficacy scales as well as the participants’ evaluation of the training made clear the strengthening of self-efficacy beliefs, with learning, concepts changing and a great feeling of self-preparing, according to teachers. At last, it is emphasized the importance of vicarious experiences analysis in teachers education as strategy to develop and/or fortify teacher self-efficacy beliefs to inclusive practices, with theory and practice articulation.
Descrição
Palavras-chave
Educação especial, Inclusão educacional, Eficácia, Instrumentos de mensuração, Formação docente, Special education, Educational inclusion, Efficacy, Measuring tools, Teacher education