Abstract
Teacher self efficacy belief is the judgment made by the teacher about his or her own abilities to teach and manage the processes of learning and student engagement. The experiences directly performed by the teacher and the observation of models as well as social persuasion and psychophysiological states constitute this judgment. This study aimed to identify and analyze teacher self efficacy for Physical Education teacher majors. The sample consisted of 159 undergraduates from four institutions who answered to a self efficacy scale for Physical Education teacher and a form of characterization. Participants showed a high level of self efficacy and highlighted the direct experiences as the main source for this result. Regarding the role of teacher self efficacy belief, it was concluded that these results can provide guidance for planning strategies to strengthen this belief during the educational process of these future teachers.
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