Abstract
O objetivo do estudo foi analisar as implicacoes das fontes para a construcao da percepcao de Autoeficacia Docente. Participaram da investigacao 274 universitarios de dois cursos de licenciatura em Educacao Fisica no sul do Brasil. Aplicou-se as escalas de autoeficacia docente e fontes de autoeficacia docente. Modelos de regressao multinivel foram utilizados para verificar a contribuicao das fontes de autoeficacia docente na percepcao de universitarios. Os resultados mostraram que os universitarios apresentaram nivel de autoeficacia docente elevado. Sobre as fontes de autoeficacia, revelaram que a experiencia vicaria teve correlacao moderada com o nivel de percepcao apresentado. Tambem evidenciaram que as experiencias diretas contribuiram no nivel de percepcao dos universitarios com experiencia docente, com maior progressao no curso e que realizaram estagio obrigatorio. Da mesma maneira, a fonte vicaria contribuiu para aqueles com experiencia docente. De forma semelhante, a fonte de persuasao social, afetando os universitarios com experiencia esportiva e ou docente. Por fim, a fonte de estados fisiologicos afetou os universitarios nas variaveis estagios obrigatorios, experiencia docente e progressao no curso. Conclui-se que os universitarios percebem-se autoeficazes, que as fontes de experiencia vicaria proporcionaram uma percepcao elevada e que as demais fontes contribuiram para a autoeficacia docente.
Highlights
In the context of initial teacher training, evidence regarding teacher self-efficacy (TSE) may contribute to the understanding and expansion of the construct itself
Considering the reference score for each of the sources, the high values in the general average of the TSE variable suggests that the university students perceive themselves as “very” self-efficacious to perform activities related to teaching
The results revealed that the undergraduate students in Physical Education were perceived as having a high level of TSE, regardless of their teaching institutions
Summary
As understood by Tschannen-Moran, Woolfolk-Hoy and Hoy[1], teacher effectiveness is a personal belief in their own ability to organize courses of action to succeed in one or more specific tasks in the teaching process. In the context of initial teacher training, evidence regarding TSE may contribute to the understanding and expansion of the construct itself It provides theoretical and empirical data for the development of skills, capabilities, and knowledge that support those procedures that future teachers do not feel capable of accomplishing[2]. Regarding the composition of TSE, the investigations can provide guidelines for the implementation of effective teaching strategies in the initial training courses of Physical Education. They may contribute to the reflection of future teachers on their own abilities, skills, and strategies that need to be developed for teaching, as well as identifying new situations and circumstances that favor TSE5
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