Articulações ente a autoeficácia e a aprendizagem autodirigida na formação inicial docente em ciências

• Autor(a) principal: Lopes, Rodrigo Oliveira
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000p7q8
• Texto Completo: http://repositorio.ufsm.br/handle/1/28740
• topic: Aprendizagem autodirigida; Autoeficácia; Teoria social cognitiva; Formação de professores; Professores de ciências; Self directed learning; Self-efficacy; Social cognitive theory; Teacher training; Science teacher; CNPQ::OUTROS::CIENCIAS

The initial formation of the Science teacher is a central stage for promoting skills relevant to the career sequence, among these capabilities is the awareness of their learning and confidence in their competence, so it is relevant to think about SelfDirected Learning - perspective collaborative, in which the learner is responsible for assigning meaning to new learning - and Self-efficacy - the belief about their ability to perform some action - within the scope of Science teacher training. The problem of this research is: how to enhance the articulations between Teacher Self-Efficacy and SelfDirected Learning within the scope of initial teacher training in Science? As for the methods, it appropriates the mixed methods approach, making use of non-parametric statistical tests to work with quantitative data and Content Analysis to work with qualitative data. Being operationalized, in view of the general objective, which is to recognize how the concepts of Self-efficacy and Self-Directed Learning are articulated within the scope of initial teacher training in Science. The research was developed in a teacher training institution located in the interior of the state of Rio Grande do Sul with academics from the Licentiate Degree in Biological Sciences and Licentiate Degree in Chemistry. Being implemented through studies aimed both at verifying the impact of the Emergency Remote Teaching period on the development of both concepts within the scope of Supervised Curriculum Internships in the midst of initial teacher training in Science, as well as the construction and implementation of a reasoned proposal in Problem-Based Learning aimed at the development of Selfefficacy and Self-Directed Learning and finally, a survey was carried out with course graduates in order to understand the development of Self-efficacy and Self-Directed Learning as a function of course periods, internships and other contextual aspects. The existence of articulations between some of the constituent dimensions of Selfefficacy and Self-Directed Learning, such as direct experiences and self-monitoring experiences, in addition to verbal persuasion and motivation, were verified. The survey made it possible to understand the development of concepts as a function of the course periods, demonstrating the evolution as a function of each dimension for each construct. Among the strategies capable of enhancing the articulations of Teaching Self-Efficacy and Self-Directed Learning, proposals that encourage interaction between undergraduates from different course periods, strengthening of institutional academic events and opportunities to experience mastery experiences stand out.