Strength and sources of self-efficacy beliefs by physical education student teachers

Bibliographic Details
Main Author: Iaochite, Roberto Tadeu
Publication Date: 2014
Other Authors: Souza, Samuel De
Format: Article
Language: eng
Source: Repositório Institucional da UNESP
Download full: http://dx.doi.org/10.1590/S1980-65742014000200003
http://hdl.handle.net/11449/212081
Summary: In the teaching domain, self-efficacy (SE) is related to teachers' judgment about their own ability to achieve learning outcomes and student engagement. SE is formed by four sources of information: mastery experiences, vicarious experiences, social persuasion, and psychophysiological states. We measured and analyzed SE and its sources for teaching physical education. Student teachers (n = 114) from three universities responded to two Likert scales - Physical Education Teacher Self-Efficacy Scale and Teacher Self-Efficacy Scale Sources - and a social demographic questionnaire. SE for teaching was classified as moderate, and vicarious experiences and social persuasion were the main sources of information. Results were discussed for future researches related to teaching practices in undergraduate programs as well as in-service teacher training.
id UNSP_93f5d9b7e22bbf1b798f65161128de2f
oai_identifier_str oai:repositorio.unesp.br:11449/212081
network_acronym_str UNSP
network_name_str Repositório Institucional da UNESP
repository_id_str 2946
spelling Strength and sources of self-efficacy beliefs by physical education student teachersFuerza y el origen de las creencias en aprendices auto-eficacia en la educación físicaForça e origem de crenças na autoeficácia de estagiários em educação físicaself-efficacyteacher trainingphysical educationautoeficáciaformação de professoreducação físicaIn the teaching domain, self-efficacy (SE) is related to teachers' judgment about their own ability to achieve learning outcomes and student engagement. SE is formed by four sources of information: mastery experiences, vicarious experiences, social persuasion, and psychophysiological states. We measured and analyzed SE and its sources for teaching physical education. Student teachers (n = 114) from three universities responded to two Likert scales - Physical Education Teacher Self-Efficacy Scale and Teacher Self-Efficacy Scale Sources - and a social demographic questionnaire. SE for teaching was classified as moderate, and vicarious experiences and social persuasion were the main sources of information. Results were discussed for future researches related to teaching practices in undergraduate programs as well as in-service teacher training.En el campo de la enseñanza, la auto-eficacia (AE) se relaciona con el juicio de los docentes sobre su propia capacidad de lograr los resultados del aprendizaje y la participación de los estudiantes. AE está formada por cuatro fuentes: las experiencias de maestría, las experiencias vicarias, persuasión social y estados psico-fisiológicos. Se midió y analizó la AE y sus fuentes para la enseñanza de la educación física. Los aprendices (n = 114) de tres universidades respondieron a dos escalas tipo Likert - Escala de Auto-eficacia del Profesor de Educación Física y Escala de Fuentes de Auto-eficacia, y un cuestionario socio demográfico. AE para la enseñanza fue clasificado como moderado, y las experiencias vicarias y persuasión social fueron las principales fuentes de información. Se discuten los resultados para futuras investigaciones relacionadas con las prácticas de enseñanza en los cursos de pregrado, así como programas de capacitación para maestros en servicio.No domínio do ensino, a autoeficácia (AE) está relacionada com o julgamento dos professores sobre a sua própria capacidade para atingir resultados de aprendizagem e engajamento dos alunos. AE é formada por quatro fontes de informação: experiências diretas, experiências vicárias, persuasão social e estados psicofisiológicos. Nós medimos e analisamos a AE e suas origens para o ensino de educação física. Estagiários (n = 114) de três universidades responderam a duas escalas de Likert - Escala de Autoeficácia do Professor de Educação Física e Escala de Fontes de Autoeficácia, e a um questionário sociodemográfico. AE para o ensino foi classificada em grau moderado; experiências vicárias e persuasão social foram as principais fontes de informação. Os resultados foram discutidos para futuras investigações relacionadas com as práticas de ensino em cursos de graduação, bem como em programas de formação de professores em serviço.São Paulo State UniversitySão Paulo State UniversityUniversidade Estadual PaulistaUniversidade Estadual Paulista (Unesp)Iaochite, Roberto TadeuSouza, Samuel De2021-07-14T10:34:13Z2021-07-14T10:34:13Z2014info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article143-150application/pdfhttp://dx.doi.org/10.1590/S1980-65742014000200003Motriz: Revista de Educação Física. Universidade Estadual Paulista, v. 20, n. 2, p. 143-150, 2014.1415-98051980-6574http://hdl.handle.net/11449/21208110.1590/S1980-65742014000200003S1980-65742014000200143S1980-65742014000200143.pdfSciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengMotriz: Revista de Educação Físicainfo:eu-repo/semantics/openAccess2023-11-25T06:12:37Zoai:repositorio.unesp.br:11449/212081Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462023-11-25T06:12:37Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Strength and sources of self-efficacy beliefs by physical education student teachers
Fuerza y el origen de las creencias en aprendices auto-eficacia en la educación física
Força e origem de crenças na autoeficácia de estagiários em educação física
title Strength and sources of self-efficacy beliefs by physical education student teachers
spellingShingle Strength and sources of self-efficacy beliefs by physical education student teachers
Iaochite, Roberto Tadeu
self-efficacy
teacher training
physical education
autoeficácia
formação de professor
educação física
title_short Strength and sources of self-efficacy beliefs by physical education student teachers
title_full Strength and sources of self-efficacy beliefs by physical education student teachers
title_fullStr Strength and sources of self-efficacy beliefs by physical education student teachers
title_full_unstemmed Strength and sources of self-efficacy beliefs by physical education student teachers
title_sort Strength and sources of self-efficacy beliefs by physical education student teachers
author Iaochite, Roberto Tadeu
author_facet Iaochite, Roberto Tadeu
Souza, Samuel De
author_role author
author2 Souza, Samuel De
author2_role author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Iaochite, Roberto Tadeu
Souza, Samuel De
dc.subject.por.fl_str_mv self-efficacy
teacher training
physical education
autoeficácia
formação de professor
educação física
topic self-efficacy
teacher training
physical education
autoeficácia
formação de professor
educação física
description In the teaching domain, self-efficacy (SE) is related to teachers' judgment about their own ability to achieve learning outcomes and student engagement. SE is formed by four sources of information: mastery experiences, vicarious experiences, social persuasion, and psychophysiological states. We measured and analyzed SE and its sources for teaching physical education. Student teachers (n = 114) from three universities responded to two Likert scales - Physical Education Teacher Self-Efficacy Scale and Teacher Self-Efficacy Scale Sources - and a social demographic questionnaire. SE for teaching was classified as moderate, and vicarious experiences and social persuasion were the main sources of information. Results were discussed for future researches related to teaching practices in undergraduate programs as well as in-service teacher training.
publishDate 2014
dc.date.none.fl_str_mv 2014
2021-07-14T10:34:13Z
2021-07-14T10:34:13Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.1590/S1980-65742014000200003
Motriz: Revista de Educação Física. Universidade Estadual Paulista, v. 20, n. 2, p. 143-150, 2014.
1415-9805
1980-6574
http://hdl.handle.net/11449/212081
10.1590/S1980-65742014000200003
S1980-65742014000200143
S1980-65742014000200143.pdf
url http://dx.doi.org/10.1590/S1980-65742014000200003
http://hdl.handle.net/11449/212081
identifier_str_mv Motriz: Revista de Educação Física. Universidade Estadual Paulista, v. 20, n. 2, p. 143-150, 2014.
1415-9805
1980-6574
10.1590/S1980-65742014000200003
S1980-65742014000200143
S1980-65742014000200143.pdf
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Motriz: Revista de Educação Física
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 143-150
application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual Paulista
publisher.none.fl_str_mv Universidade Estadual Paulista
dc.source.none.fl_str_mv SciELO
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
_version_ 1797789810012717056

Similar Items