Physical Education student teacher’s self-efficacy beliefs

Physical Education student teacher’s self-efficacy beliefs

Authors

  • Afonsa Janaína Silva Universidade São Francisco, Bragança Paulista, SP
  • Roberto Tadeu Iaochite Departamento de Educação Física da Universidade de Taubaté, SP
  • Roberta Gurgel Azzi Faculdade de Educação da UNICAMP, Campinas, SP

DOI:

https://doi.org/10.5016/1980-6574.2010v16n4p942

Keywords:

Auto-eficácia. Estudantes. Educação Física

Abstract

Teacher self efficacy belief is the judgment made by the teacher about his or her own abilities to teach and manage the processes of learning and student engagement. The experiences directly performed by the teacher and the observation of models as well as social persuasion and psychophysiological states constitute this judgment. This study aimed to identify and analyze teacher self efficacy for Physical Education teacher majors. The sample consisted of 159 undergraduates from four institutions who answered to a self efficacy scale for Physical Education teacher and a form of characterization. Participants showed a high level of self efficacy and highlighted the direct experiences as the main source for this result. Regarding the role of teacher self efficacy belief, it was concluded that these results can provide guidance for planning strategies to strengthen this belief during the educational process of these future teachers.

Author Biographies

Afonsa Janaína Silva, Universidade São Francisco, Bragança Paulista, SP

Mestre em Educação Física pela Unicamp e Professora da Faculdade de Educação Física da Universidade São Francisco, Bragança Paulista. Currículo Lattes: http://lattes.cnpq.br/3151664693362919

Roberto Tadeu Iaochite, Departamento de Educação Física da Universidade de Taubaté, SP

Possui graduação em Licenciatura Plena Em Educação Física pela Universidade Estadual Paulista Júlio de Mesquita Filho (1994), mestrado em Ciências da Motricidade pela Universidade Estadual Paulista Júlio de Mesquita Filho (1999) e Doutorado em Educação pela Universidade Estadual de Campinas. É Professor Assistente Doutor da Universidade de Taubaté e da Escola Superior de Cruzeiro. Atualmente investiga o construto da auto-eficácia docente no contexto da educação física, bem como o papel deste na prática regular de atividades físicas e esportivas. Currículo Lattes: http://lattes.cnpq.br/3391637982920868

Roberta Gurgel Azzi, Faculdade de Educação da UNICAMP, Campinas, SP

Professora da Faculdade de Educação da Unicamp e Coordenadora do Núcleo de Estudos Avançados em Psicologia Cognitiva e Comportamental, Unicamp, Campinas, SP. Currículo Lattes: http://lattes.cnpq.br/4615061799860194

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Published

2017-11-08

Issue

V. 16, N. 4 (2010)

Section

Original Articles

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