Professores iniciantes de educação física: discussões a partir das fontes de autoeficácia docente

• Ano de defesa: 2014
• Autor(a) principal: Costa Filho, Roraima Alves da [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Physical education and training - Study and teaching; Educação física - Estudo e ensino; Professores de educação fisica; Auto-eficácia; Prática profissional
• Link de acesso: http://hdl.handle.net/11449/110422

The early period of teaching career is pointed as a critic period in teachers’ professional development. It influences, among other factors, teachers’ knowledge, conceptions and beliefs about teaching. In the field of Physical Education, studies on this theme are incipient. However, they suggest that the context in which classes take place makes the early career more challenging since the skills, competencies and beliefs of beginning teachers are in development. Thus, understanding how the situations experienced during this period can influence novice teachers, especially physical education teachers, can contribute to the formation of more confident teachers to teach in school, because their teaching practices are based on a set of values, beliefs and attitudes that seem appropriate and constituted throughout their lives. The teachers’ self-efficacy is one among these beliefs. Such belief perform a predictive and mediational role between the teachers’ thought and action and consists of four sources: enactive mastery experience, vicarious experience, social persuasion and physiological and affective states. Teacher self-efficacy refers to the judgement that teachers make regarding to their own capacity to teach, even to the most difficult students. This belief have been widely studied in different countries but remain relatively unexamined within physical education beginning teachers, especially in the Brazilian context. Therefore, this research aimed: a) to identify teaching experiences related to the capacity of teaching that were significant to novice teachers; b) to describe the circumstances in which these experiences occur; and c) to explore, based on the collected information, elements that can allow us to analyse them through the lens of the referential sources of self-efficacy. The participants were five novice Physical Education High School teachers who teach at different cities of the Board of Education of Limeira, SP...