Teacher self-efficacy and Special Education: national and international knowledge production review with emphasis in teacher education

Detalhes bibliográficos
Autor(a) principal: Martins, Bárbara Amaral
Data de Publicação: 2019
Outros Autores: Chacon, Miguel Claudio Moriel
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/35883
Resumo: The teacher has a fundamental role in the inclusive education realization, being essential, knowledge, motivation and resources. In the motivational context, the importance of teacher self-efficacy, understood as the teacher's judgment about his professional capacities, is emphasized. If a teacher has doubts about his/her teaching abilities, he/she tends to visualize a failure scenario that negatively influences his/her effort and dedication, evidencing  the importance of high self-efficacy levels, especially in the work with students Special Education public. Therefore, it is important to seek strategies that strengthen it, so that teacher education can be an alternative. This study objective is to verify the knowledge production about teacher self-efficacy in the Special Education context in Brazil and abroad, and to analyze the researches that investigated the education effects on teachers' self-efficacy for school inclusion of students with disabilities, pervasive developmental disorders or giftedness. Articles, theses and dissertations collected from six national and international databases were systematically reviewed, totaling 74 works that relate to self-efficacy and Special Education, five of which are Brazilian. The analysis was based on the reading of the works, elaboration of tables and descriptive statistics. Of the total, 12 researches involving teacher education were qualitatively analyzed and demonstrated that education can increase teacher self-efficacy levels, so that this probability is enhanced by the link between theory and successful practice. It emphasizes the vicarious experiences potentiality in teacher education as one of the main self-efficacy sources.
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spelling Teacher self-efficacy and Special Education: national and international knowledge production review with emphasis in teacher educationAutoeficacia docente y Educación Especial: Revisión de la producción de conocimiento nacional e internacional con énfasis en la formación de profesoresAutoeficácia docente e Educação Especial: revisão da produção de conhecimento nacional e internacional com ênfase na formação de professoresTeacher self-efficacyTeacher educationSpecial Education.Autoeficacia docenteFormación docenteEducación Especial.EficáciaFormação docenteEducação Especial.The teacher has a fundamental role in the inclusive education realization, being essential, knowledge, motivation and resources. In the motivational context, the importance of teacher self-efficacy, understood as the teacher's judgment about his professional capacities, is emphasized. If a teacher has doubts about his/her teaching abilities, he/she tends to visualize a failure scenario that negatively influences his/her effort and dedication, evidencing  the importance of high self-efficacy levels, especially in the work with students Special Education public. Therefore, it is important to seek strategies that strengthen it, so that teacher education can be an alternative. This study objective is to verify the knowledge production about teacher self-efficacy in the Special Education context in Brazil and abroad, and to analyze the researches that investigated the education effects on teachers' self-efficacy for school inclusion of students with disabilities, pervasive developmental disorders or giftedness. Articles, theses and dissertations collected from six national and international databases were systematically reviewed, totaling 74 works that relate to self-efficacy and Special Education, five of which are Brazilian. The analysis was based on the reading of the works, elaboration of tables and descriptive statistics. Of the total, 12 researches involving teacher education were qualitatively analyzed and demonstrated that education can increase teacher self-efficacy levels, so that this probability is enhanced by the link between theory and successful practice. It emphasizes the vicarious experiences potentiality in teacher education as one of the main self-efficacy sources.El profesor tiene un papel fundamental en la efectividad de la educación inclusiva, siendo imprescindibles, conocimientos, motivación y recursos. En el ámbito motivacional, se resalta la importancia de la autoeficacia docente, comprendida como el juicio del profesor acerca de sus capacidades profesionales. Si un profesor tiene dudas sobre sus competencias didácticas, tiende a visualizar un escenario de fracaso que influye negativamente sobre su esfuerzo y dedicación, evidenciando la importancia de altos niveles de autoeficacia, en especial, en el trabajo con estudiantes público de la Educación Especial. Por lo tanto, es relevante buscar estrategias que la fortalezcan, de manera que la formación docente puede ser una alternativa. El objetivo de este estudio es verificar la producción de conocimientos acerca de la autoeficacia docente en el contexto de la Educación Especial en Brasil y en el exterior y analizar las investigaciones que investigaron los efectos de la formación sobre la autoeficacia de profesores para la inclusión escolar de alumnos con discapacidad, trastornos globales del desarrollo o superdotación. Se revisaron sistemáticamente artículos, tesis y disertaciones levantadas a partir de seis bases de datos nacionales e internacionales, totalizando 74 producciones que relacionan autoeficacia docente y Educación Especial, cinco de ellas, brasileñas. El análisis ocurrió a partir de la lectura de los trabajos, elaboración de cuadros y estadística descriptiva. Del total, las 12 investigaciones que involucraba formación de profesores se analizaron cualitativamente y demostraron que la formación puede aumentar los niveles de autoeficacia docente, siendoque tal probabilidad se amplía con la articulación entre teoría y práctica exitosa. Enfatiza la potencialidad de las experiencias vicarias en la formación docente como una de las principales fuentes de autoeficacia.O professor tem um papel fundamental na efetivação da educação inclusiva, sendo imprescindíveis, conhecimentos, motivação e recursos. No âmbito motivacional, ressalta-se a importância da autoeficácia docente, compreendida como o julgamento do professor a respeito de suas capacidades profissionais. Se um professor tem dúvidas sobre suas competências didáticas, tende a visualizar um cenário de insucesso que influi negativamente sobre seu esforço e dedicação, o que evidencia a importância de altos níveis de autoeficácia, em especial, no trabalho com estudantes pertencentes ao público da Educação Especial. Logo, é relevante buscar estratégias que a fortaleçam, de maneira que a formação docente pode ser uma alternativa. O objetivo deste estudo é verificar a produção de conhecimentos acerca da autoeficácia docente no contexto da Educação Especial no Brasil e no exterior, e, analisar as pesquisas que investigaram os efeitos da formação sobre a autoeficácia de professores para a inclusão escolar. Revisaram-se, sistematicamente, artigos, teses e dissertações levantados a partir de seis bases de dados nacionais e internacionais, totalizando 74 produções que relacionam autoeficácia docente e Educação Especial, cinco delas, brasileiras. A análise ocorreu a partir da leitura dos trabalhos, elaboração de quadros de registro e estatística descritiva. Do total, as 12 pesquisas que envolviam formação de professores foram analisadas qualitativamente e demonstraram que a formação pode aumentar os níveis de autoeficácia docente, de modo que tal probabilidade é ampliada com a articulação entre teoria e prática bem-sucedida. Enfatiza-se a potencialidade das experiências vicárias na formação docente enquanto uma das principais fontes de autoeficácia.Universidade Federal de Santa Maria2019-07-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/3588310.5902/1984686X35883Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e70/ 1-22Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e70/ 1-22Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e70/ 1-221984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/35883/35883http://periodicos.ufsm.br/educacaoespecial/article/view/35883/htmlCopyright (c) 2019 Revista Educação Especialinfo:eu-repo/semantics/openAccessMartins, Bárbara AmaralChacon, Miguel Claudio Moriel2020-11-12T14:57:31Zoai:ojs.pkp.sfu.ca:article/35883Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2020-11-12T14:57:31Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Teacher self-efficacy and Special Education: national and international knowledge production review with emphasis in teacher education
Autoeficacia docente y Educación Especial: Revisión de la producción de conocimiento nacional e internacional con énfasis en la formación de profesores
Autoeficácia docente e Educação Especial: revisão da produção de conhecimento nacional e internacional com ênfase na formação de professores
title Teacher self-efficacy and Special Education: national and international knowledge production review with emphasis in teacher education
spellingShingle Teacher self-efficacy and Special Education: national and international knowledge production review with emphasis in teacher education
Martins, Bárbara Amaral
Teacher self-efficacy
Teacher education
Special Education.
Autoeficacia docente
Formación docente
Educación Especial.
Eficácia
Formação docente
Educação Especial.
title_short Teacher self-efficacy and Special Education: national and international knowledge production review with emphasis in teacher education
title_full Teacher self-efficacy and Special Education: national and international knowledge production review with emphasis in teacher education
title_fullStr Teacher self-efficacy and Special Education: national and international knowledge production review with emphasis in teacher education
title_full_unstemmed Teacher self-efficacy and Special Education: national and international knowledge production review with emphasis in teacher education
title_sort Teacher self-efficacy and Special Education: national and international knowledge production review with emphasis in teacher education
author Martins, Bárbara Amaral
author_facet Martins, Bárbara Amaral
Chacon, Miguel Claudio Moriel
author_role author
author2 Chacon, Miguel Claudio Moriel
author2_role author
dc.contributor.author.fl_str_mv Martins, Bárbara Amaral
Chacon, Miguel Claudio Moriel
dc.subject.por.fl_str_mv Teacher self-efficacy
Teacher education
Special Education.
Autoeficacia docente
Formación docente
Educación Especial.
Eficácia
Formação docente
Educação Especial.
topic Teacher self-efficacy
Teacher education
Special Education.
Autoeficacia docente
Formación docente
Educación Especial.
Eficácia
Formação docente
Educação Especial.
description The teacher has a fundamental role in the inclusive education realization, being essential, knowledge, motivation and resources. In the motivational context, the importance of teacher self-efficacy, understood as the teacher's judgment about his professional capacities, is emphasized. If a teacher has doubts about his/her teaching abilities, he/she tends to visualize a failure scenario that negatively influences his/her effort and dedication, evidencing  the importance of high self-efficacy levels, especially in the work with students Special Education public. Therefore, it is important to seek strategies that strengthen it, so that teacher education can be an alternative. This study objective is to verify the knowledge production about teacher self-efficacy in the Special Education context in Brazil and abroad, and to analyze the researches that investigated the education effects on teachers' self-efficacy for school inclusion of students with disabilities, pervasive developmental disorders or giftedness. Articles, theses and dissertations collected from six national and international databases were systematically reviewed, totaling 74 works that relate to self-efficacy and Special Education, five of which are Brazilian. The analysis was based on the reading of the works, elaboration of tables and descriptive statistics. Of the total, 12 researches involving teacher education were qualitatively analyzed and demonstrated that education can increase teacher self-efficacy levels, so that this probability is enhanced by the link between theory and successful practice. It emphasizes the vicarious experiences potentiality in teacher education as one of the main self-efficacy sources.
publishDate 2019
dc.date.none.fl_str_mv 2019-07-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/35883
10.5902/1984686X35883
url http://periodicos.ufsm.br/educacaoespecial/article/view/35883
identifier_str_mv 10.5902/1984686X35883
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/35883/35883
http://periodicos.ufsm.br/educacaoespecial/article/view/35883/html
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e70/ 1-22
Revista de Educación Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e70/ 1-22
Revista Educação Especial; Revista Educação Especial, v. 32, 2019 – Publicação Contínua; e70/ 1-22
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
instacron_str UFSM
institution UFSM
reponame_str Revista Educação Especial (UFSM)
collection Revista Educação Especial (UFSM)
repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv educacaoespecial@smail.ufsm.br||clenioberni@gmail.com
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