Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices

Detalhes bibliográficos
Autor(a) principal: Martins, Bárbara Amaral
Data de Publicação: 2021
Outros Autores: Chacon, Miguel Claudio Moriel [UNESP]
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.1590/1982-4327e3109
http://hdl.handle.net/11449/212811
Resumo: Self-efficacy concerns the individual’s beliefs in their ability to perform certain activities and influences the level of determination and effort involved. This study aimed to investigate whether teacher education courses for inclusive practices, involving sources of self-efficacy, produce effects on teacher self-efficacy. Thirty-six teachers participated; part of them took part in the course on inclusion of students with intellectual disabilities and the others on inclusion of students with giftedness. The courses stood out for their indissolubility between theory and practice and joint reflexive analysis of videos with successful inclusive educational situations, in order to involve social persuasion and vicarious experiences. The effects of the teacher education were evaluated with the Teacher Efficacy for Inclusive Practices Scale, in the versions Intellectual Disability and Giftedness. The results revealed that there was an increase in teachers’ self-efficacy, in order to indicate the potential of the sources of self-efficacy addressed in teacher education.
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spelling Sources of Teacher Self-Efficacy in Teacher Education for Inclusive PracticesFuentes de Autoeficacia Docente en la Formación del Profesorado para Prácticas InclusivasFontes de Autoeficácia Docente na Formação de Professores para Práticas Inclusivasspecial educationinclusive educationself-efficacyteacher educationeducação especialeducação inclusivaautoeficáciaformação de professoresSelf-efficacy concerns the individual’s beliefs in their ability to perform certain activities and influences the level of determination and effort involved. This study aimed to investigate whether teacher education courses for inclusive practices, involving sources of self-efficacy, produce effects on teacher self-efficacy. Thirty-six teachers participated; part of them took part in the course on inclusion of students with intellectual disabilities and the others on inclusion of students with giftedness. The courses stood out for their indissolubility between theory and practice and joint reflexive analysis of videos with successful inclusive educational situations, in order to involve social persuasion and vicarious experiences. The effects of the teacher education were evaluated with the Teacher Efficacy for Inclusive Practices Scale, in the versions Intellectual Disability and Giftedness. The results revealed that there was an increase in teachers’ self-efficacy, in order to indicate the potential of the sources of self-efficacy addressed in teacher education.La autoeficacia se refiere a las creencias del individuo en su capacidad para realizar ciertas actividades e influye en el nivel de determinación y esfuerzo involucrados. Este estudio tuvo como objetivo investigar si los cursos de capacitación para prácticas inclusivas que involucren fuentes de autoeficacia producen efectos sobre la autoeficacia docente. Participaron 36 profesores; una parte realizó un curso sobre la inclusión de estudiantes con discapacidad intelectual y los demás, sobre la inclusión de estudiantes con superdotación. Los cursos se destacaron por su inseparabilidad entre la teoría y la práctica y el análisis reflexivo conjunto de videos con situaciones educativas inclusivas exitosas para involucrar la persuasión social y las experiencias vicarias. Los efectos de la formación se evaluaron con la Escala de Eficacia Docente para Prácticas Inclusivas, en las versiones Discapacidad Intelectual y Superdotación. Los resultados revelaron que hubo un aumento en la autoeficacia de los docentes, con el fin de indicar el potencial de las fuentes de autoeficacia abordadas en la formación docente.A autoeficácia diz respeito às crenças do indivíduo em suas capacidades para realizar determinadas atividades e influencia seu nível de determinação e esforço. Este estudo teve como objetivo investigar se cursos de formação para práticas inclusivas que envolvem fontes de autoeficácia produzem efeitos na autoeficácia docente. Participaram 36 professores, parte deles realizou curso sobre inclusão de estudantes com deficiência intelectual, os demais realizaram curso sobre inclusão de estudantes com altas habilidades/superdotação. Os cursos primavam pela indissociabilidade entre teoria e prática e análise reflexiva conjunta acerca de vídeos com situações educacionais inclusivas bem-sucedidas de modo a envolver persuasão social e experiências vicárias. Os efeitos da formação foram avaliados a partir da Escala de Eficácia Docente para Práticas Inclusivas nas versões Deficiência Intelectual e Altas Habilidades/Superdotação. Os resultados revelaram que houve aumento na autoeficácia dos professores de modo a indicar as potencialidades das fontes de autoeficácia abordadas na formação docente.Universidade Federal de Mato Grosso do SulUniversidade Estadual Paulista Júlio de Mesquita FilhoUniversidade Estadual Paulista Júlio de Mesquita FilhoUniversidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em PsicologiaUniversidade Federal de Mato Grosso do SulUniversidade Estadual Paulista (Unesp)Martins, Bárbara AmaralChacon, Miguel Claudio Moriel [UNESP]2021-07-14T10:45:32Z2021-07-14T10:45:32Z2021-03-22info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article-application/pdfhttp://dx.doi.org/10.1590/1982-4327e3109Paidéia (Ribeirão Preto). Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia, v. 31, p. -, 2021.0103-863X1982-4327http://hdl.handle.net/11449/21281110.1590/1982-4327e3109S0103-863X2021000100402S0103-863X2021000100402.pdfSciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPengPaidéia (Ribeirão Preto)info:eu-repo/semantics/openAccess2024-08-08T20:28:34Zoai:repositorio.unesp.br:11449/212811Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-08T20:28:34Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices
Fuentes de Autoeficacia Docente en la Formación del Profesorado para Prácticas Inclusivas
Fontes de Autoeficácia Docente na Formação de Professores para Práticas Inclusivas
title Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices
spellingShingle Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices
Martins, Bárbara Amaral
special education
inclusive education
self-efficacy
teacher education
educação especial
educação inclusiva
autoeficácia
formação de professores
title_short Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices
title_full Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices
title_fullStr Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices
title_full_unstemmed Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices
title_sort Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices
author Martins, Bárbara Amaral
author_facet Martins, Bárbara Amaral
Chacon, Miguel Claudio Moriel [UNESP]
author_role author
author2 Chacon, Miguel Claudio Moriel [UNESP]
author2_role author
dc.contributor.none.fl_str_mv Universidade Federal de Mato Grosso do Sul
Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Martins, Bárbara Amaral
Chacon, Miguel Claudio Moriel [UNESP]
dc.subject.por.fl_str_mv special education
inclusive education
self-efficacy
teacher education
educação especial
educação inclusiva
autoeficácia
formação de professores
topic special education
inclusive education
self-efficacy
teacher education
educação especial
educação inclusiva
autoeficácia
formação de professores
description Self-efficacy concerns the individual’s beliefs in their ability to perform certain activities and influences the level of determination and effort involved. This study aimed to investigate whether teacher education courses for inclusive practices, involving sources of self-efficacy, produce effects on teacher self-efficacy. Thirty-six teachers participated; part of them took part in the course on inclusion of students with intellectual disabilities and the others on inclusion of students with giftedness. The courses stood out for their indissolubility between theory and practice and joint reflexive analysis of videos with successful inclusive educational situations, in order to involve social persuasion and vicarious experiences. The effects of the teacher education were evaluated with the Teacher Efficacy for Inclusive Practices Scale, in the versions Intellectual Disability and Giftedness. The results revealed that there was an increase in teachers’ self-efficacy, in order to indicate the potential of the sources of self-efficacy addressed in teacher education.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-14T10:45:32Z
2021-07-14T10:45:32Z
2021-03-22
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.1590/1982-4327e3109
Paidéia (Ribeirão Preto). Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia, v. 31, p. -, 2021.
0103-863X
1982-4327
http://hdl.handle.net/11449/212811
10.1590/1982-4327e3109
S0103-863X2021000100402
S0103-863X2021000100402.pdf
url http://dx.doi.org/10.1590/1982-4327e3109
http://hdl.handle.net/11449/212811
identifier_str_mv Paidéia (Ribeirão Preto). Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia, v. 31, p. -, 2021.
0103-863X
1982-4327
10.1590/1982-4327e3109
S0103-863X2021000100402
S0103-863X2021000100402.pdf
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Paidéia (Ribeirão Preto)
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv -
application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia
publisher.none.fl_str_mv Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia
dc.source.none.fl_str_mv SciELO
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
_version_ 1808128118563536896

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