Development of the capacity to teach during the PIBID in physical education

Detalhes bibliográficos
Autor(a) principal: Costa Filho, Roraima Alves
Data de Publicação: 2020
Outros Autores: Iaochite, Roberto Tadeu
Tipo de documento: Artigo
Idioma: por
Título da fonte: Pensar a Prática (Online)
Texto Completo: https://revistas.ufg.br/fef/article/view/59355
Resumo: This study investigated the development of future teachers’ self-efficacy during their participation in an initiation program to teach in physical education field. Participants were 16 undergraduates in physical education who completed the teacher self-efficacy scale and sources of self-efficacy scale at three different times in 2015 and 2016. Exploratory and inferential analysis showed a positive development of teacher self-efficacy, with significant differences found between school year and level of education for instructional strategies and student engagement dimensions. Considering the analytical theoretical framework, the results can help to draw up formative proposals for the initial education of physical education teachers.
id UFG-4_1eb406eab4c16bfa713698162ecd07f3
oai_identifier_str oai:ojs.revistas.ufg.br:article/59355
network_acronym_str UFG-4
network_name_str Pensar a Prática (Online)
repository_id_str
spelling Development of the capacity to teach during the PIBID in physical educationDesarrollo de la capacidad para enseñar durante el pibid en educación físicaDesenvolvimento da capacidade de ensinar durante o PIBID na área de educação físicaself-efficacyteacher educationteacher initiationautoeficaciaformación profesionaliniciación de la enseñanzaautoeficáciaformação profissionaliniciação à docênciaThis study investigated the development of future teachers’ self-efficacy during their participation in an initiation program to teach in physical education field. Participants were 16 undergraduates in physical education who completed the teacher self-efficacy scale and sources of self-efficacy scale at three different times in 2015 and 2016. Exploratory and inferential analysis showed a positive development of teacher self-efficacy, with significant differences found between school year and level of education for instructional strategies and student engagement dimensions. Considering the analytical theoretical framework, the results can help to draw up formative proposals for the initial education of physical education teachers.Este estudio investigó el desarrollo de la autoeficacia docente de futuros maestros durante su participación en un programa de iniciación de la enseñanza de educación física. 16 estudiantes universitarios de educación física respondieron a la escala de autoeficacia docente y fuentes de autoeficacia docente en tres momentos diferentes en 2015 y 2016. Los resultados mostraron un desarrollo positivo de la autoeficacia docente, con diferencias significativas observadas en las dimensiones de estrategias para enseñar e involucrar a los estudiantes al considerar el año y el nivel de educación en el que se realizaron las actividades. Esta evidencia puede ayudar a elaborar propuestas de capacitación para estudiantes en formación inicial en educación física.Este estudo investigou o desenvolvimento da autoeficácia docente de futuros professores ao longo da participação em um programa de iniciação à docência na área de educação física. Participaram 16 licenciandos em educação física que responderam à escala de autoeficácia docente e de fontes de autoeficácia docente em três momentos distintos em 2015 e 2016. Os resultados de análises exploratórias e inferenciais mostraram um desenvolvimento positivo da autoeficácia docente, com diferenças significativas observadas nas dimensões de estratégias de ensino e engajamento dos estudantes quando considerados o ano e o nível de ensino em que as atividades foram realizadas. Essas evidências podem ajudar a traçar propostas formativas para estudantes em formação inicial em educação física.Universidade Federal de Goiás2020-10-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionavaliado por paresapplication/pdfhttps://revistas.ufg.br/fef/article/view/5935510.5216/rpp.v23.59355Pensar a Prática; Vol. 23 (2020)Pensar a Prática; v. 23 (2020)1980-61831415-4676reponame:Pensar a Prática (Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/fef/article/view/59355/35561Copyright (c) 2020 Pensar a Práticainfo:eu-repo/semantics/openAccessCosta Filho, Roraima AlvesIaochite, Roberto Tadeu2021-03-12T16:16:45Zoai:ojs.revistas.ufg.br:article/59355Revistahttp://www.revistas.ufg.br/index.php/fefPUBhttps://revistas.ufg.br/fef/oai||gabi.domi@hotmail.com1980-61831415-4676opendoar:2024-05-21T19:56:31.757959Pensar a Prática (Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv Development of the capacity to teach during the PIBID in physical education
Desarrollo de la capacidad para enseñar durante el pibid en educación física
Desenvolvimento da capacidade de ensinar durante o PIBID na área de educação física
title Development of the capacity to teach during the PIBID in physical education
spellingShingle Development of the capacity to teach during the PIBID in physical education
Costa Filho, Roraima Alves
self-efficacy
teacher education
teacher initiation
autoeficacia
formación profesional
iniciación de la enseñanza
autoeficácia
formação profissional
iniciação à docência
title_short Development of the capacity to teach during the PIBID in physical education
title_full Development of the capacity to teach during the PIBID in physical education
title_fullStr Development of the capacity to teach during the PIBID in physical education
title_full_unstemmed Development of the capacity to teach during the PIBID in physical education
title_sort Development of the capacity to teach during the PIBID in physical education
author Costa Filho, Roraima Alves
author_facet Costa Filho, Roraima Alves
Iaochite, Roberto Tadeu
author_role author
author2 Iaochite, Roberto Tadeu
author2_role author
dc.contributor.author.fl_str_mv Costa Filho, Roraima Alves
Iaochite, Roberto Tadeu
dc.subject.por.fl_str_mv self-efficacy
teacher education
teacher initiation
autoeficacia
formación profesional
iniciación de la enseñanza
autoeficácia
formação profissional
iniciação à docência
topic self-efficacy
teacher education
teacher initiation
autoeficacia
formación profesional
iniciación de la enseñanza
autoeficácia
formação profissional
iniciação à docência
description This study investigated the development of future teachers’ self-efficacy during their participation in an initiation program to teach in physical education field. Participants were 16 undergraduates in physical education who completed the teacher self-efficacy scale and sources of self-efficacy scale at three different times in 2015 and 2016. Exploratory and inferential analysis showed a positive development of teacher self-efficacy, with significant differences found between school year and level of education for instructional strategies and student engagement dimensions. Considering the analytical theoretical framework, the results can help to draw up formative proposals for the initial education of physical education teachers.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
avaliado por pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/fef/article/view/59355
10.5216/rpp.v23.59355
url https://revistas.ufg.br/fef/article/view/59355
identifier_str_mv 10.5216/rpp.v23.59355
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/fef/article/view/59355/35561
dc.rights.driver.fl_str_mv Copyright (c) 2020 Pensar a Prática
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Pensar a Prática
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Goiás
publisher.none.fl_str_mv Universidade Federal de Goiás
dc.source.none.fl_str_mv Pensar a Prática; Vol. 23 (2020)
Pensar a Prática; v. 23 (2020)
1980-6183
1415-4676
reponame:Pensar a Prática (Online)
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Pensar a Prática (Online)
collection Pensar a Prática (Online)
repository.name.fl_str_mv Pensar a Prática (Online) - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv ||gabi.domi@hotmail.com
_version_ 1799874859610669056

Registros relacionados