Autoeficácia e Experiência de Professores no uso de Tecnologias de Informática

Abstract

Despite significant government investment for the implementation of Information and Communication Technologies (ICT) in Brazilian public schools, its use has been little explored. The relationship between teachers and computers is complex and involves variables as context characteristics, knowledge about the application of technology, pedagogical beliefs and psychological variables, such as self-efficacy. The computer self-efficacy beliefs involves teacher’ beliefs about their own ability to use computer technologies in educational contexts and are considered an important predictor of teachers involvement in the use of such technologies. This study intended to determine whether the experience of using an educational software affects the degree of information about the use of computers and teacher’s computer self-efficacy. Study participants were 34 elementary school teachers from four schools divided into two groups. Teachers in Group 1 (N = 9) had been applying a program of individualized instruction, held on computer, while teachers in Group 2 (N = 25) teach regular subjects. All teachers answered a characterization questionnaire and a scale for assessing teacher computer self-efficacy. Teachers in Group 1 had significantly higher levels of computer self-efficacy and a higher percentage of them said were they prepared to use the computer as a teaching tool. We emphasize the importance of self-efficacy for the effective use of ICT in the educational context and suggest experiences that can improve its development in training courses.