Associações entre crenças de autoeficácia e estratégias inclusivas adotadas por professores universitários
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade do Oeste Paulista
|
Programa de Pós-Graduação: |
Mestrado em Educação
|
Departamento: |
Mestrado em Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://bdtd.unoeste.br:8080/jspui/handle/jspui/1073 |
Resumo: | Based on the observation of the expressive growth in the entry of Public Student In Special Education Target in Institutions of Higher Education that has occurred in recent years, the present study investigates the self-efficacy beliefs of professors who receive these students. The self-efficacy beliefs influence human behavior regarding the execution of achieving results tasks. This work begins with a brief look at the professor´s education and the moment of inclusion in Higher Education, and follows with an explanation about social cognitive theory, which provides theoretical elements for the understanding of self-efficacy. From this perspective, a private institution of Higher Education was elected in the interior of São Paulo state, nine professors who were teaching classes for people with disabilities were invited. For the data collection, three focal group meetings were conducted, and the qualitative analysis was chosen. Two categories of analysis were created for the procedure of data analysis. The first category, Potentialities and adversities in inclusion brought evidence that the challenges faced in inclusion mentioned were the lack of preparation and the lack of theoretical knowledge about the characteristics of the deficiencies as well as adequate teaching strategies for this public. Still on the topic of the adversities faced, they emphasized the need for integration between the administrative and pedagogical sectors of the institution of Higher Education. It should also be pointed out that even though they presented difficulties in inclusion, professors were keen to affirm that they constantly seek complementary training and pedagogical resources that not only ensure the learning and permanence of students with disabilities in Higher Education, but also to enable them to enter the job market. The second category Self-efficacy and Inclusive Actions enable to verify that the professors bring elements in their verbalizations which indicates that there is an association between inclusive practices and self-efficacy. They mention situations that show that both vicarious experiences, and personal experience in classroom situations as well as the feedback they receive from peers, superiors and the students themselves, act as sources of formation of the beliefs of self-efficacy. New studies are indicated so that the understanding about the impacts of self-efficacy on the teaching action are better dimensioned and because of this, successful practices in inclusive education can be enabled. |
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Murgo, Camélia Santinahttp://lattes.cnpq.br/1873165740888778Santos, Danielle Aparecida do Nascimento doshttp://lattes.cnpq.br/0611273370317584Montiel, José Mariahttp://lattes.cnpq.br/4836172904369929http://lattes.cnpq.br/2307072386699110Leonardo, Fátima Cristina Luiz2018-03-29T00:30:55Z2017-04-26LEONARDO, Fátima Cristina Luiz. Associações entre crenças de autoeficácia e estratégias inclusivas adotadas por professores universitários. 2017. 85 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2017.http://bdtd.unoeste.br:8080/jspui/handle/jspui/1073Based on the observation of the expressive growth in the entry of Public Student In Special Education Target in Institutions of Higher Education that has occurred in recent years, the present study investigates the self-efficacy beliefs of professors who receive these students. The self-efficacy beliefs influence human behavior regarding the execution of achieving results tasks. This work begins with a brief look at the professor´s education and the moment of inclusion in Higher Education, and follows with an explanation about social cognitive theory, which provides theoretical elements for the understanding of self-efficacy. From this perspective, a private institution of Higher Education was elected in the interior of São Paulo state, nine professors who were teaching classes for people with disabilities were invited. For the data collection, three focal group meetings were conducted, and the qualitative analysis was chosen. Two categories of analysis were created for the procedure of data analysis. The first category, Potentialities and adversities in inclusion brought evidence that the challenges faced in inclusion mentioned were the lack of preparation and the lack of theoretical knowledge about the characteristics of the deficiencies as well as adequate teaching strategies for this public. Still on the topic of the adversities faced, they emphasized the need for integration between the administrative and pedagogical sectors of the institution of Higher Education. It should also be pointed out that even though they presented difficulties in inclusion, professors were keen to affirm that they constantly seek complementary training and pedagogical resources that not only ensure the learning and permanence of students with disabilities in Higher Education, but also to enable them to enter the job market. The second category Self-efficacy and Inclusive Actions enable to verify that the professors bring elements in their verbalizations which indicates that there is an association between inclusive practices and self-efficacy. They mention situations that show that both vicarious experiences, and personal experience in classroom situations as well as the feedback they receive from peers, superiors and the students themselves, act as sources of formation of the beliefs of self-efficacy. New studies are indicated so that the understanding about the impacts of self-efficacy on the teaching action are better dimensioned and because of this, successful practices in inclusive education can be enabled.O presente estudo investiga as crenças de autoeficácia dos docentes que recebem alunos com necessidades educativas especiais (NEE) no ensino superior e as estratégias para o momento da inclusão. Este trabalho se inicia com um olhar para o docente no momento da inclusão no Ensino Superior, e segue com uma explanação sobre a teoria social-cognitiva, que fornece elementos teóricos para a compreensão da autoeficácia. A partir desse panorama, foi escolhida uma IES particular, no interior do Estado de São Paulo, e convidados nove professores que estavam ministrando aulas para alunos com necessidades educativas especiais. Para a coleta de dados foram realizados três encontros de grupo focal, e a análise escolhida foi a qualitativa. A análise dos dados favoreceu a criação de duas categorias de análises: a primeira categoria – Potencialidades e Adversidades na Inclusão – trouxe evidências de que os desafios enfrentados na inclusão são o despreparo e o pouco conhecimento teórico sobre as características das deficiências, bem como sobre estratégias de ensino adequadas para esses estudantes. Os professores participantes da pesquisa ressaltaram a necessidade de integração entre os setores administrativo e pedagógico da IES. Cabe também destacar que, os docentes relataram que, embora ainda tenham dificuldades em trabalhar com a inclusão, buscam constantemente por formação complementar e recursos pedagógicos que não só assegurem o aprendizado e a permanência do aluno com deficiência no Ensino Superior, mas que também possibilitem a eles uma formação para o ingresso no mercado de trabalho. A segunda categoria – Autoeficácia e Ações Inclusivas – permitiu constatar que os professores trazem elementos em suas verbalizações que indicam haver uma associação entre as praticas inclusivas e a autoeficácia. Mencionam situações que mostram que tanto as experiências vicárias quanto a experiência pessoal em situações de sala de aula, bem como o feedback que recebem de pares, superiores e dos próprios alunos, atuam como fontes de formação das crenças de autoeficácia. Isso demonstra que esses docentes buscam conhecimento, empenham-se em empregar energia para um resultado efetivo, pois acreditam que os alunos poderão ter melhores resultados com as estratégias adequadas. Novos estudos são indicados para que a compreensão acerca dos impactos da autoeficácia na ação docente seja bem dimensionada e, com isso, possam ser viabilizadas práticas exitosas na educação inclusivaSubmitted by Jakeline Ortega (jakortega@unoeste.br) on 2018-03-29T00:30:55Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Fátima Cristina Luiz Leonardo.pdf: 1111704 bytes, checksum: b673ea5ee08fce6191152cb6b7e54ca8 (MD5)Made available in DSpace on 2018-03-29T00:30:55Z (GMT). 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dc.title.por.fl_str_mv |
Associações entre crenças de autoeficácia e estratégias inclusivas adotadas por professores universitários |
dc.title.alternative.eng.fl_str_mv |
Associations between self-effective beliefs and inclusive strategies adopted by professors |
title |
Associações entre crenças de autoeficácia e estratégias inclusivas adotadas por professores universitários |
spellingShingle |
Associações entre crenças de autoeficácia e estratégias inclusivas adotadas por professores universitários Leonardo, Fátima Cristina Luiz Autoeficácia Inclusão Inclusão Ensino Superior Self-efficacy Inclusion Higher education CIENCIAS HUMANAS::EDUCACAO |
title_short |
Associações entre crenças de autoeficácia e estratégias inclusivas adotadas por professores universitários |
title_full |
Associações entre crenças de autoeficácia e estratégias inclusivas adotadas por professores universitários |
title_fullStr |
Associações entre crenças de autoeficácia e estratégias inclusivas adotadas por professores universitários |
title_full_unstemmed |
Associações entre crenças de autoeficácia e estratégias inclusivas adotadas por professores universitários |
title_sort |
Associações entre crenças de autoeficácia e estratégias inclusivas adotadas por professores universitários |
author |
Leonardo, Fátima Cristina Luiz |
author_facet |
Leonardo, Fátima Cristina Luiz |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Murgo, Camélia Santina |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1873165740888778 |
dc.contributor.referee1.fl_str_mv |
Santos, Danielle Aparecida do Nascimento dos |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0611273370317584 |
dc.contributor.referee2.fl_str_mv |
Montiel, José Maria |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4836172904369929 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2307072386699110 |
dc.contributor.author.fl_str_mv |
Leonardo, Fátima Cristina Luiz |
contributor_str_mv |
Murgo, Camélia Santina Santos, Danielle Aparecida do Nascimento dos Montiel, José Maria |
dc.subject.por.fl_str_mv |
Autoeficácia Inclusão Inclusão Ensino Superior |
topic |
Autoeficácia Inclusão Inclusão Ensino Superior Self-efficacy Inclusion Higher education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Self-efficacy Inclusion Higher education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Based on the observation of the expressive growth in the entry of Public Student In Special Education Target in Institutions of Higher Education that has occurred in recent years, the present study investigates the self-efficacy beliefs of professors who receive these students. The self-efficacy beliefs influence human behavior regarding the execution of achieving results tasks. This work begins with a brief look at the professor´s education and the moment of inclusion in Higher Education, and follows with an explanation about social cognitive theory, which provides theoretical elements for the understanding of self-efficacy. From this perspective, a private institution of Higher Education was elected in the interior of São Paulo state, nine professors who were teaching classes for people with disabilities were invited. For the data collection, three focal group meetings were conducted, and the qualitative analysis was chosen. Two categories of analysis were created for the procedure of data analysis. The first category, Potentialities and adversities in inclusion brought evidence that the challenges faced in inclusion mentioned were the lack of preparation and the lack of theoretical knowledge about the characteristics of the deficiencies as well as adequate teaching strategies for this public. Still on the topic of the adversities faced, they emphasized the need for integration between the administrative and pedagogical sectors of the institution of Higher Education. It should also be pointed out that even though they presented difficulties in inclusion, professors were keen to affirm that they constantly seek complementary training and pedagogical resources that not only ensure the learning and permanence of students with disabilities in Higher Education, but also to enable them to enter the job market. The second category Self-efficacy and Inclusive Actions enable to verify that the professors bring elements in their verbalizations which indicates that there is an association between inclusive practices and self-efficacy. They mention situations that show that both vicarious experiences, and personal experience in classroom situations as well as the feedback they receive from peers, superiors and the students themselves, act as sources of formation of the beliefs of self-efficacy. New studies are indicated so that the understanding about the impacts of self-efficacy on the teaching action are better dimensioned and because of this, successful practices in inclusive education can be enabled. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-04-26 |
dc.date.accessioned.fl_str_mv |
2018-03-29T00:30:55Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
LEONARDO, Fátima Cristina Luiz. Associações entre crenças de autoeficácia e estratégias inclusivas adotadas por professores universitários. 2017. 85 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2017. |
dc.identifier.uri.fl_str_mv |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1073 |
identifier_str_mv |
LEONARDO, Fátima Cristina Luiz. Associações entre crenças de autoeficácia e estratégias inclusivas adotadas por professores universitários. 2017. 85 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2017. |
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http://bdtd.unoeste.br:8080/jspui/handle/jspui/1073 |
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por |
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500 500 600 |
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