Desenvolvimento da autoeficácia docente na iniciação à docência em Educação Física
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Data
2018-12-19
Autores
Costa Filho, Roraima Alves da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Além de conhecimentos e habilidades, é necessário que os professores aprendam estratégias de controle interno de modo a lidar com as influências contextuais e pessoais satisfatoriamente. Uma possibilidade para isso é o desenvolvimento da crença de capacidade, neste estudo, representada pela autoeficácia docente. É por meio das crenças que os professores selecionam e valorizam informações importantes para sua prática pedagógica, que, em última instância, comporão sua percepção de capacidade. A formação inicial é um período propício para a promoção da autoeficácia docente, principalmente a partir das situações de prática e regência pelos estudantes, que aproximam os conhecimentos dos campos teóricos e práticos. Contudo, pouco se sabe sobre quais situações e elementos das experiências vividas são selecionados por futuros professores para formar a própria capacidade para ensinar. A presente pesquisa se insere na temática das crenças docentes na formação inicial de professores de Educação Física e objetivou investigar o desenvolvimento da autoeficácia docente para ensinar educação física na escola, tendo como cenário de investigação o Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Utilizou-se a pesquisa exploratória e descritiva, com análise de dados mista, por meio da estratégia da microanálise. Participaram 16 estudantes bolsistas de um projeto PIBID na área da educação física, com idade entre 19 e 32 anos, sendo metade do sexo feminino. Os dados foram coletados durante o segundo semestre de 2015 e durante o ano de 2016, utilizando-se relatórios semanais, escalas de autoeficácia e fontes de autoeficácia docente e portfólios. Dados advindos das escalas foram analisados com estatística descritiva e inferencial, realizados no software SPSS. Os dados qualitativos foram analisados pelo método de codificação descritiva e in vivo, suportadas pelo software Nvivo. Apesar de se observar um desenvolvimento positivo da autoeficácia docente e em suas dimensões, essas não foram significativas para todas as variáveis. Somente observou-se desenvolvimento significativo nas dimensões estratégias instrucionais e engajamento do estudante para os participantes de 2015. Esse último também foi mais significativo para quem realizou as atividades na escola municipal. Na microanálise, se observou que o desenvolvimento da autoeficácia apresentou picos tanto positivos como negativos, em diferentes momentos durante o projeto. Quanto às fontes, os estudantes bolsistas selecionaram informações em que perceberam sucesso ou fracasso com mais frequência. Além disso, também deram atenção para o que os alunos da escola, colegas e professores falavam sobre as aulas ministradas. Considerando o referencial teórico analítico, os resultados encontrados podem ajudar a traçar propostas formativas, tanto para a formação inicial, como para os professores formadores reverem suas práticas pedagógicas e ajudarem, consciente e efetivamente, na oferta de situações que possam ser significativas para a autoeficácia dos futuros professores de educação física.
Knowledge, abilities, and skills are important for teachers’ practice in school. In addition to them, teachers also need to learn strategies of internal control so that they can cope with contextual and personal influences satisfactorily. The belief in teacher self-efficacy may be one of the variables that help in internal control and motivation for achievement. It is through beliefs that teachers select and value information important to their pedagogical practice, which will ultimately compose their perception of capacity. Initial training is a favorable period for the promotion of teaching self-efficacy, mainly from situations of teaching and practice conducted by students-teachers approaching the knowledge of theoretical and practical courses. However, little is known about what situations and elements of the lived experiences are selected by future teachers to inform their own capacity to teach. This research fits into the theme of teacher beliefs in the initial training of physical education teachers and aimed to investigate the development of teaching self-efficacy to teach physical education at school, among student-teachers enrolled in the Scholarships Institutional Program of Introduction to Teaching (PIBID). A mixed method research design, with microanalysis approach for data analysis was carried out. Participants included 16 students enrolled in a PIBID project in the area of physical education, aged between 19 and 32 years, half female. Data were collected during the second half of 2015 and during 2016 school year, using weekly reports, self-efficacy and sources of teacher self-efficacy scales, and portfolios. Data from the scales were analyzed through descriptive and inferential statistics, performed in SPSS software. Qualitative data were analyzed using descriptive and in vivo coding, supported by the Nvivo software. Despite the positive development of teacher self-efficacy and its dimensions in general, these were not significant for all the variables. Only significant development was observed in the instructional strategies dimensions and student engagement for the group from 2015. The latter dimension was also more significant for those who performed the activities at the municipal school. From the microanalysis, it was observed that the development of self-efficacy showed both positive and negative peaks at different moments during the project. As for the sources, the participants selected more frequently information in which they perceived success or failure. They also gave attention to the feedback about the lessons taught from school students, colleagues and teachers. Considering the analytical theoretical framework, the results found can help to draw up formative proposals, both for the initial education, and for the professors at the university to review their pedagogical practices and to help, consciously and effectively, in the offer of situations that may be significant for the self-efficacy of future physical education teachers.
Knowledge, abilities, and skills are important for teachers’ practice in school. In addition to them, teachers also need to learn strategies of internal control so that they can cope with contextual and personal influences satisfactorily. The belief in teacher self-efficacy may be one of the variables that help in internal control and motivation for achievement. It is through beliefs that teachers select and value information important to their pedagogical practice, which will ultimately compose their perception of capacity. Initial training is a favorable period for the promotion of teaching self-efficacy, mainly from situations of teaching and practice conducted by students-teachers approaching the knowledge of theoretical and practical courses. However, little is known about what situations and elements of the lived experiences are selected by future teachers to inform their own capacity to teach. This research fits into the theme of teacher beliefs in the initial training of physical education teachers and aimed to investigate the development of teaching self-efficacy to teach physical education at school, among student-teachers enrolled in the Scholarships Institutional Program of Introduction to Teaching (PIBID). A mixed method research design, with microanalysis approach for data analysis was carried out. Participants included 16 students enrolled in a PIBID project in the area of physical education, aged between 19 and 32 years, half female. Data were collected during the second half of 2015 and during 2016 school year, using weekly reports, self-efficacy and sources of teacher self-efficacy scales, and portfolios. Data from the scales were analyzed through descriptive and inferential statistics, performed in SPSS software. Qualitative data were analyzed using descriptive and in vivo coding, supported by the Nvivo software. Despite the positive development of teacher self-efficacy and its dimensions in general, these were not significant for all the variables. Only significant development was observed in the instructional strategies dimensions and student engagement for the group from 2015. The latter dimension was also more significant for those who performed the activities at the municipal school. From the microanalysis, it was observed that the development of self-efficacy showed both positive and negative peaks at different moments during the project. As for the sources, the participants selected more frequently information in which they perceived success or failure. They also gave attention to the feedback about the lessons taught from school students, colleagues and teachers. Considering the analytical theoretical framework, the results found can help to draw up formative proposals, both for the initial education, and for the professors at the university to review their pedagogical practices and to help, consciously and effectively, in the offer of situations that may be significant for the self-efficacy of future physical education teachers.
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Palavras-chave
PIBID, Crenças docentes, Fontes de autoeficácia, Educação Física, Microanálise, , Teacher beliefs, Sources of self-efficacy, Physical education, Microanalysis