Levantamento da produção de teses e dissertações sobre autoeficácia docente para ensinar educação física na escola (2005-2015)

• Autor(a) principal: Nunes, Ana Estela [UNESP]
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/155648; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2017-08-10/000887182.pdf
• topic: Educação física - Estudo e ensino; Revisão; Professores de educação fisica; Auto-eficácia

The current Physical Education national and international scenarios have been marked by several challenges for the professionals who work in it. Students unmotivated for participating in the classes is one of them, making more complex the task of teaching and also, putting in check the teacher's capability. A lens that can help to investigate this phenomenon is the social cognitive theory, more specifically the teacher self-efficacy beliefs. Thus, there is the need to gather information from the literature about this theme related to the theory, in order to have an overview of what has been produced in different contexts. The present study had the goal to search the knowledge production about the teacher self-efficacy to teach Physical Education at schools. To do so, the search was made to gather dissertations and thesis in the databases BDTD, BDTDCapes and ProQuest between 2005 and 2015. The terms used were autoeficácia docente, educação física escolar, autoeficácia e ensino, teachers' self-efficacy, physical education classes and, teaching selfefficacy. After using stablished criteria, eight works were selected in total, being four North Americans, and four Brazilian. The measurements of teachers self-efficacy levels and the identification of their sources were the main objective in the selected studies. The methodologies had the predominance of quantitative, followed by the mix and, only one study used qualitative approach. Main results of the selected studies found medium/high levels of teacher self-efficacy and, enactive mastery and social persuasion were the sources with biggest influence upon the beliefs. These results show an overview of the research that have been carried out within the teacher self-efficacy and, have pointed out to the need of to expand the development of the research in Brazilian context