Associações entre autoeficácia docente e estratégias de ensino de professores de instituições de educação especial

• Ano de defesa: 2020
• Autor(a) principal: ENGEL, Rodrigo Aparecido
• Orientador(a): Murgo, Camélia Santina
• Banca de defesa: Santos, Danielle Aparecida Nascimento dos , Simões, Maria Celeste Rocha
• 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: Autoeficácia docente; Professor; Educação Especial
• Palavras-chave em Inglês: Teacher self-efficacy; Teacher; Special education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1260

Teacher self-efficacy is understood as the teacher's self-perception of being able and able to choose and manage appropriate strategies to achieve their goals in an academic context. This belief has the ability to influence the patterns of emotional and thinking reactions, anticipatory behavior and constraints on teachers' own performance, and it is important to correlate this concept with teachers and the practices of specialized educational institutions that serve people with intellectual disabilities or associated disorders. The objective of this research, composed of three studies, to investigate associations between beliefs of teacher self-efficacy and the use of teaching strategies of teachers of specialized educational institutions, participated in the research, 09 teachers in study two and 07 in study three, from a Association of Parents and Friends of the Exceptional - APAE, of both sexes, from a city in the interior of São Paulo. In the first study, a national literature review was conducted on the theme teacher self-efficacy, illustrating that of the 20 articles evaluated all dealt with quantitative research, two addressed themes related to inclusion. No articles on special education were found, indicating the need for qualitative studies in the area. The second study brings the result obtained by applying the Teacher Self-efficacy Scale (EAP) (M = 4.57) denoting a belief of strengthened teacher self-efficacy, and the Teacher Self-efficacy Sources Scale. The sources perceived by the participants as most impactful were vicarious experience (M = 4.92), followed by direct experience (M = 4.67), social persuasion (M = 4.6) and physiological or affective states (M = 3). , 63). Also in this study an individual semi-structured interview was conducted, whose results evaluated through content analysis allowed the organization of data in four thematic axes: differences in performance in regular education and special education, resources used by teachers in the search for training, difficulties in acting in special education, strategies to manage difficulties and achievements of the teaching career in special education. The third study includes the records of the intervention meetings that were built through training, workshops and dynamics, based on the sources of self-efficacy and its impact on the pedagogical praxis of teachers, which impacted the search and use of new pedagogical practices by the participants.