Unidocência e ducação musical: crenças de autoeficácia do professor de referência
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/16252 |
Resumo: | The generalist teacher who teaches at the primary school presents some particularities in their professional, among which we highlight the single-teacher education, the work with young children, and the work with diverse subjects. Among these subjects, the focus of this research rests on Music Education. National and international researchers have shown that this teacher, in many cases, does not feel confident to teach music, i. e., their self-efficacy beliefs levels to this subject are not high. Keeping in mind that self-efficacy beliefs are essential to perform teaching tasks well, we sought, as main goal, to understand the generalist teacher’s self-efficacy beliefs and factors which influence teaching involving Music Education in primary school. Particularly, we sought: to reflect upon the relationship between the generalist teacher and Musical Education in an academic literature review; to understand the generalist teacher’s self-efficacy beliefs; to identify the sources of teaching self-efficacy; to understand factors that influence the generalist teachers’ self-efficacy beliefs regarding Music Education. This qualitative research was based on a literature review about this subject and on semi-structured interviews with eight generalist teachers, who teach in public and private primary schools in Santa Maria (RS). Through Content Analysis (BARDIN, 2011) of the interviews, we distinguished data categories, which were interpreted based on our theoretical framework, Social Cognitive Theory, by Albert Bandura. After analysis of the literature review and of the interviews, we defend the thesis that, even though the generalist teacher encounters musical knowledge and music-teaching knowledge during formal education, if they do not feel confident in their capabilities to promote learning processes regarding specific knowledge, their practices at school will not include music as a class subject. Besides formal education, these self-efficacy beliefs regarding Music Education are related to work context and the conception that this teacher has about what music education represents to primary school. We believe that this research broadens and deepens the academic knowledge regarding teacher self-efficacy. Moreover, having the theoretical framework of self-efficacy theory, this research contributes to the debate on the relationship between the generalist teacher and Music Education, presenting the analysis of this subject with a theoretical perspective still unexplored in Brazilian academic context. |
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Unidocência e ducação musical: crenças de autoeficácia do professor de referênciaCrenças de autoeficáciaEducação musicalProfessor de referênciaAnos iniciais do ensino fundamentalSelf-efficacy beliefsMusic educationGeneralist teacherPrimary schoolCNPQ::CIENCIAS HUMANAS::EDUCACAOThe generalist teacher who teaches at the primary school presents some particularities in their professional, among which we highlight the single-teacher education, the work with young children, and the work with diverse subjects. Among these subjects, the focus of this research rests on Music Education. National and international researchers have shown that this teacher, in many cases, does not feel confident to teach music, i. e., their self-efficacy beliefs levels to this subject are not high. Keeping in mind that self-efficacy beliefs are essential to perform teaching tasks well, we sought, as main goal, to understand the generalist teacher’s self-efficacy beliefs and factors which influence teaching involving Music Education in primary school. Particularly, we sought: to reflect upon the relationship between the generalist teacher and Musical Education in an academic literature review; to understand the generalist teacher’s self-efficacy beliefs; to identify the sources of teaching self-efficacy; to understand factors that influence the generalist teachers’ self-efficacy beliefs regarding Music Education. This qualitative research was based on a literature review about this subject and on semi-structured interviews with eight generalist teachers, who teach in public and private primary schools in Santa Maria (RS). Through Content Analysis (BARDIN, 2011) of the interviews, we distinguished data categories, which were interpreted based on our theoretical framework, Social Cognitive Theory, by Albert Bandura. After analysis of the literature review and of the interviews, we defend the thesis that, even though the generalist teacher encounters musical knowledge and music-teaching knowledge during formal education, if they do not feel confident in their capabilities to promote learning processes regarding specific knowledge, their practices at school will not include music as a class subject. Besides formal education, these self-efficacy beliefs regarding Music Education are related to work context and the conception that this teacher has about what music education represents to primary school. We believe that this research broadens and deepens the academic knowledge regarding teacher self-efficacy. Moreover, having the theoretical framework of self-efficacy theory, this research contributes to the debate on the relationship between the generalist teacher and Music Education, presenting the analysis of this subject with a theoretical perspective still unexplored in Brazilian academic context.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESO professor de referência atuante nos anos iniciais do ensino fundamental possui algumas especificidades na profissão, dentre as quais destacamos a unidocência, o ensino de crianças e o trabalho com diversas áreas do conhecimento. Dentre estas áreas, o foco da investigação esteve na Educação Musical. Pesquisadores da área, tanto nacionais quanto internacionais, demonstram que este professor, em muitos casos, não sente confiança para o trabalho docente com a música, o que sugere baixas crenças de autoeficácia com relação à área. Percebendo que as crenças de autoeficácia se tornam fatores essenciais para a prática docente buscou-se, como objetivo geral, compreender as crenças de autoeficácia de professores de referência e aspectos que influenciam a docência relacionada à Educação Musical no contexto dos anos iniciais do Ensino Fundamental. Especificamente, buscou-se refletir sobre as relações entre o professor de referência e a educação musical presentes na literatura acadêmica; investigar as crenças de autoeficácia de professores de referência; identificar as fontes das crenças de autoeficácia docente; investigar as concepções de professores de referência a respeito da Educação Musical; e compreender aspectos que influenciam as crenças de autoeficácia de professores de referência em relação à Educação Musical. A pesquisa, de cunho qualitativo, foi realizada por meio de revisão da literatura da área e de entrevistas semiestruturadas com oito professoras de referência, atuantes nos anos iniciais do ensino fundamental de escolas públicas e privadas de Santa Maria. Por meio da análise de conteúdo (BARDIN, 2011), foram produzidas categorias de análise dos dados, os quais foram interpretados com base no referencial teórico adotado, ou seja, a Teoria Social Cognitiva, de Albert Bandura. Após a análise da revisão de literatura e das entrevistas realizadas, defendemos a tese de que ainda que o professor de referência tenha contato com conhecimentos musicais e pedagógico-musicais em sua formação inicial, se não tiver crenças de autoeficácia elevadas para promover processos de ensino e aprendizagem relacionados aos conhecimentos específicos, suas práticas na escola não envolverão a música como área de conhecimento. Além da formação, estas crenças de autoeficácia com relação à Educação Musical estão relacionadas ao contexto de trabalho e à concepção que este professor tem sobre o que representa a educação musical nos anos iniciais do ensino fundamental. Acredita-se que a tese ora apresentada amplia e aprofunda os conhecimentos produzidos em âmbito acadêmico a respeito das crenças de autoeficácia docente. Além disso, ao ter como referência para a investigação o constructo das crenças de autoeficácia, contribui com as reflexões a respeito da relação entre professor de referência e Educação Musical, possibilitando a análise desta temática sob uma perspectiva teórica ainda não explorada no contexto brasileiro.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoBellochio, Cláudia Ribeirohttp://lattes.cnpq.br/8653053694824805Garbosa, Luciane Wilke Freitashttp://lattes.cnpq.br/3551280130743903Werle, Kellyhttp://lattes.cnpq.br/2601169894928207Tourinho, Ana Cristina Gama dos Santoshttp://lattes.cnpq.br/9544709180409048Iaochite, Roberto Tadeuhttp://lattes.cnpq.br/3391637982920868Weber, Vanessa2019-04-17T16:01:43Z2019-04-17T16:01:43Z2018-07-13info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/16252porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2019-04-18T06:02:05Zoai:repositorio.ufsm.br:1/16252Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2019-04-18T06:02:05Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Unidocência e ducação musical: crenças de autoeficácia do professor de referência |
title |
Unidocência e ducação musical: crenças de autoeficácia do professor de referência |
spellingShingle |
Unidocência e ducação musical: crenças de autoeficácia do professor de referência Weber, Vanessa Crenças de autoeficácia Educação musical Professor de referência Anos iniciais do ensino fundamental Self-efficacy beliefs Music education Generalist teacher Primary school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Unidocência e ducação musical: crenças de autoeficácia do professor de referência |
title_full |
Unidocência e ducação musical: crenças de autoeficácia do professor de referência |
title_fullStr |
Unidocência e ducação musical: crenças de autoeficácia do professor de referência |
title_full_unstemmed |
Unidocência e ducação musical: crenças de autoeficácia do professor de referência |
title_sort |
Unidocência e ducação musical: crenças de autoeficácia do professor de referência |
author |
Weber, Vanessa |
author_facet |
Weber, Vanessa |
author_role |
author |
dc.contributor.none.fl_str_mv |
Bellochio, Cláudia Ribeiro http://lattes.cnpq.br/8653053694824805 Garbosa, Luciane Wilke Freitas http://lattes.cnpq.br/3551280130743903 Werle, Kelly http://lattes.cnpq.br/2601169894928207 Tourinho, Ana Cristina Gama dos Santos http://lattes.cnpq.br/9544709180409048 Iaochite, Roberto Tadeu http://lattes.cnpq.br/3391637982920868 |
dc.contributor.author.fl_str_mv |
Weber, Vanessa |
dc.subject.por.fl_str_mv |
Crenças de autoeficácia Educação musical Professor de referência Anos iniciais do ensino fundamental Self-efficacy beliefs Music education Generalist teacher Primary school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Crenças de autoeficácia Educação musical Professor de referência Anos iniciais do ensino fundamental Self-efficacy beliefs Music education Generalist teacher Primary school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The generalist teacher who teaches at the primary school presents some particularities in their professional, among which we highlight the single-teacher education, the work with young children, and the work with diverse subjects. Among these subjects, the focus of this research rests on Music Education. National and international researchers have shown that this teacher, in many cases, does not feel confident to teach music, i. e., their self-efficacy beliefs levels to this subject are not high. Keeping in mind that self-efficacy beliefs are essential to perform teaching tasks well, we sought, as main goal, to understand the generalist teacher’s self-efficacy beliefs and factors which influence teaching involving Music Education in primary school. Particularly, we sought: to reflect upon the relationship between the generalist teacher and Musical Education in an academic literature review; to understand the generalist teacher’s self-efficacy beliefs; to identify the sources of teaching self-efficacy; to understand factors that influence the generalist teachers’ self-efficacy beliefs regarding Music Education. This qualitative research was based on a literature review about this subject and on semi-structured interviews with eight generalist teachers, who teach in public and private primary schools in Santa Maria (RS). Through Content Analysis (BARDIN, 2011) of the interviews, we distinguished data categories, which were interpreted based on our theoretical framework, Social Cognitive Theory, by Albert Bandura. After analysis of the literature review and of the interviews, we defend the thesis that, even though the generalist teacher encounters musical knowledge and music-teaching knowledge during formal education, if they do not feel confident in their capabilities to promote learning processes regarding specific knowledge, their practices at school will not include music as a class subject. Besides formal education, these self-efficacy beliefs regarding Music Education are related to work context and the conception that this teacher has about what music education represents to primary school. We believe that this research broadens and deepens the academic knowledge regarding teacher self-efficacy. Moreover, having the theoretical framework of self-efficacy theory, this research contributes to the debate on the relationship between the generalist teacher and Music Education, presenting the analysis of this subject with a theoretical perspective still unexplored in Brazilian academic context. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-07-13 2019-04-17T16:01:43Z 2019-04-17T16:01:43Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/16252 |
url |
http://repositorio.ufsm.br/handle/1/16252 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da 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 |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1805922024946663424 |