Crenças de autoeficácia do professor coordenador pedagógico: relevância para formação continuada
Ano de defesa: | 2016 |
---|---|
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/971 |
Resumo: | This work is structured in three studies, the research and analysis of perceived self-efficacy beliefs of Educational Coordinator in his role in the continuing education of teachers in the school. The first study aims at presenting a literature review on Professor Educational Coordinator from 2000 to 2014, from the collection of empirical work on database. Publications material included three thematic involving Professor Educational Coordinator: role assignments; identity and aspects of affective and relational dimensions, which made it possible to show that the continuing education of teachers in school consists of mediation Educational Coordinator, in order to develop a consistent practice for improving student learning. It also pointed to the deviation of the pedagogical function that is still marked bureaucratic precepts. In the second study shows the Social Cognitive Theory of Albert Bandura in order to explain the basic concepts of this theoretical perspective, in particular, the Self-efficacy. The theme of self-efficacy in educational context was discussed at different levels of education: elementary school, high school and higher education. The results showed the meditational role that self-efficacy beliefs have on human behavior and training. The third study aimed to investigate and analyze the self-efficacy beliefs perceived by Professor Educational Coordinator in his role in the continuing education of teachers in the school. The participants were ten teachers working in function called Educational Coordinator in the state public schools of the “Diretoria de Ensino da Região de Assis”. The instrument used for data collection was the semi structured interview guide on the beliefs of teacher self-efficacy. From the data analysis it was observed that the self-efficacy perceptions of the participating subjects are consistent with the theoretical framework of Albert Bandura, addressed within the educational context. The four sources of formation of self-efficacy beliefs were perceived by Teachers Coordinators. Social persuasion stood out in speeches, both to the constitution of one's beliefs, and for the formation of this belief in the teacher, as emphasized dialogue and feedback on their actions. It is hoped that the study glimpse possibilities to think of continuing education proposals for strengthening the belief of personal and collective self-efficacy of those involved in the promotion of quality education. |
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Mansão, Camélia Santina Murgohttp://lattes.cnpq.br/1873165740888778Ruiz, Adriano Rodrigueshttp://lattes.cnpq.br/8422091593631782Montiel, Jose Mariahttp://lattes.cnpq.br/483617290436992927776380806http://lattes.cnpq.br/7364928008305573VIEIRA, Andréia Maria de Souza2016-08-12T14:33:27Z2016-03-23VIEIRA, Andréia Maria de Souza. Crenças de autoeficácia do professor coordenador pedagógico: relevância para formação continuada. 2016. 79 f. Dissertação( Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, SP .http://bdtd.unoeste.br:8080/jspui/handle/jspui/971This work is structured in three studies, the research and analysis of perceived self-efficacy beliefs of Educational Coordinator in his role in the continuing education of teachers in the school. The first study aims at presenting a literature review on Professor Educational Coordinator from 2000 to 2014, from the collection of empirical work on database. Publications material included three thematic involving Professor Educational Coordinator: role assignments; identity and aspects of affective and relational dimensions, which made it possible to show that the continuing education of teachers in school consists of mediation Educational Coordinator, in order to develop a consistent practice for improving student learning. It also pointed to the deviation of the pedagogical function that is still marked bureaucratic precepts. In the second study shows the Social Cognitive Theory of Albert Bandura in order to explain the basic concepts of this theoretical perspective, in particular, the Self-efficacy. The theme of self-efficacy in educational context was discussed at different levels of education: elementary school, high school and higher education. The results showed the meditational role that self-efficacy beliefs have on human behavior and training. The third study aimed to investigate and analyze the self-efficacy beliefs perceived by Professor Educational Coordinator in his role in the continuing education of teachers in the school. The participants were ten teachers working in function called Educational Coordinator in the state public schools of the “Diretoria de Ensino da Região de Assis”. The instrument used for data collection was the semi structured interview guide on the beliefs of teacher self-efficacy. From the data analysis it was observed that the self-efficacy perceptions of the participating subjects are consistent with the theoretical framework of Albert Bandura, addressed within the educational context. The four sources of formation of self-efficacy beliefs were perceived by Teachers Coordinators. Social persuasion stood out in speeches, both to the constitution of one's beliefs, and for the formation of this belief in the teacher, as emphasized dialogue and feedback on their actions. It is hoped that the study glimpse possibilities to think of continuing education proposals for strengthening the belief of personal and collective self-efficacy of those involved in the promotion of quality education.Esta dissertação estrutura-se em três estudos que consistem na investigação e análise das crenças de autoeficácia percebida do Professor Coordenador Pedagógico em sua atuação na formação continuada de professores na escola. O primeiro estudo objetivou realizar um levantamento bibliográfico sobre o Professor Coordenador Pedagógico no período de 2000 a 2014, a partir da coleta de trabalhos empíricos em base de dados. As publicações compreenderam três temáticas que envolvem o Professor Coordenador Pedagógico: atribuições da função; identidade e aspectos das dimensões afetivas e relacionais, as quais possibilitou evidenciar que a formação continuada dos professores na escola é constituída da mediação do Professor Coordenador Pedagógico, com vistas a desenvolver uma prática consistente para melhoria da aprendizagem dos alunos. Também apontam o desvio da função pedagógica que ainda é marcada de preceitos burocráticos. No segundo estudo é apresentada a Teoria Social Cognitiva de Albert Bandura no intuito de explicar os conceitos básicos dessa perspectiva teórica, em especial, a Autoeficácia. A temática da autoeficácia em contexto educativo foi discutida em diferentes níveis de ensino: Ensino Fundamental, Ensino Médio e Ensino Superior. Os resultados evidenciaram o papel mediacional que as crenças de autoeficácia exercem sobre o comportamento humano e sua formação. O terceiro estudo teve como objetivo investigar e analisar as crenças de autoeficácia percebida pelo Professor Coordenador Pedagógico em sua atuação na formação continuada de professores na escola. Participaram da pesquisa dez professores que atuam na função designada de Professor Coordenador Pedagógico em escolas da rede pública estadual da Diretoria de Ensino da Região de Assis. O instrumento utilizado para coleta de dados foi o roteiro de entrevista semiestruturada sobre as crenças de autoeficácia docente. A partir da análise dos dados observou-se que as percepções de autoeficácia dos sujeitos participantes estão em consonância com o referencial teórico de Albert Bandura, abordado dentro do contexto educacional. As quatro fontes de constituição das crenças de autoeficácia foram percebidas pelos Professores Coordenadores. A persuasão social destacou-se nos discursos, tanto para a constituição das próprias crenças, quanto para a formação dessa crença no professor, pois enfatizaram o diálogo e o feedback em suas ações. Espera-se que o estudo vislumbre possibilidades de se pensar em propostas de formação continuada para o fortalecimento das crenças de autoeficácia pessoal e coletiva dos sujeitos envolvidos na promoção de uma educação de qualidade.Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2016-08-12T14:33:27Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ANDREIA MARIA_DISSERTACAO VERSAO FINAL.pdf: 345138 bytes, checksum: 5ec125993bb1a5c2fc636e5b72c0ea49 (MD5)Made available in DSpace on 2016-08-12T14:33:27Z (GMT). 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dc.title.por.fl_str_mv |
Crenças de autoeficácia do professor coordenador pedagógico: relevância para formação continuada |
dc.title.alternative.eng.fl_str_mv |
Teacher self-efficacy beliefs of educational coordinator: relevance to teacher training |
title |
Crenças de autoeficácia do professor coordenador pedagógico: relevância para formação continuada |
spellingShingle |
Crenças de autoeficácia do professor coordenador pedagógico: relevância para formação continuada VIEIRA, Andréia Maria de Souza Autoeficácia Educação permanente Professores Formação Self-efficacy Beliefs Educational Coordinator Continuing Education FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
Crenças de autoeficácia do professor coordenador pedagógico: relevância para formação continuada |
title_full |
Crenças de autoeficácia do professor coordenador pedagógico: relevância para formação continuada |
title_fullStr |
Crenças de autoeficácia do professor coordenador pedagógico: relevância para formação continuada |
title_full_unstemmed |
Crenças de autoeficácia do professor coordenador pedagógico: relevância para formação continuada |
title_sort |
Crenças de autoeficácia do professor coordenador pedagógico: relevância para formação continuada |
author |
VIEIRA, Andréia Maria de Souza |
author_facet |
VIEIRA, Andréia Maria de Souza |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mansão, Camélia Santina Murgo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1873165740888778 |
dc.contributor.referee1.fl_str_mv |
Ruiz, Adriano Rodrigues |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8422091593631782 |
dc.contributor.referee2.fl_str_mv |
Montiel, Jose Maria |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4836172904369929 |
dc.contributor.authorID.fl_str_mv |
27776380806 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7364928008305573 |
dc.contributor.author.fl_str_mv |
VIEIRA, Andréia Maria de Souza |
contributor_str_mv |
Mansão, Camélia Santina Murgo Ruiz, Adriano Rodrigues Montiel, Jose Maria |
dc.subject.por.fl_str_mv |
Autoeficácia Educação permanente Professores Formação |
topic |
Autoeficácia Educação permanente Professores Formação Self-efficacy Beliefs Educational Coordinator Continuing Education FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Self-efficacy Beliefs Educational Coordinator Continuing Education |
dc.subject.cnpq.fl_str_mv |
FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
This work is structured in three studies, the research and analysis of perceived self-efficacy beliefs of Educational Coordinator in his role in the continuing education of teachers in the school. The first study aims at presenting a literature review on Professor Educational Coordinator from 2000 to 2014, from the collection of empirical work on database. Publications material included three thematic involving Professor Educational Coordinator: role assignments; identity and aspects of affective and relational dimensions, which made it possible to show that the continuing education of teachers in school consists of mediation Educational Coordinator, in order to develop a consistent practice for improving student learning. It also pointed to the deviation of the pedagogical function that is still marked bureaucratic precepts. In the second study shows the Social Cognitive Theory of Albert Bandura in order to explain the basic concepts of this theoretical perspective, in particular, the Self-efficacy. The theme of self-efficacy in educational context was discussed at different levels of education: elementary school, high school and higher education. The results showed the meditational role that self-efficacy beliefs have on human behavior and training. The third study aimed to investigate and analyze the self-efficacy beliefs perceived by Professor Educational Coordinator in his role in the continuing education of teachers in the school. The participants were ten teachers working in function called Educational Coordinator in the state public schools of the “Diretoria de Ensino da Região de Assis”. The instrument used for data collection was the semi structured interview guide on the beliefs of teacher self-efficacy. From the data analysis it was observed that the self-efficacy perceptions of the participating subjects are consistent with the theoretical framework of Albert Bandura, addressed within the educational context. The four sources of formation of self-efficacy beliefs were perceived by Teachers Coordinators. Social persuasion stood out in speeches, both to the constitution of one's beliefs, and for the formation of this belief in the teacher, as emphasized dialogue and feedback on their actions. It is hoped that the study glimpse possibilities to think of continuing education proposals for strengthening the belief of personal and collective self-efficacy of those involved in the promotion of quality education. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-08-12T14:33:27Z |
dc.date.issued.fl_str_mv |
2016-03-23 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
VIEIRA, Andréia Maria de Souza. Crenças de autoeficácia do professor coordenador pedagógico: relevância para formação continuada. 2016. 79 f. Dissertação( Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, SP . |
dc.identifier.uri.fl_str_mv |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/971 |
identifier_str_mv |
VIEIRA, Andréia Maria de Souza. Crenças de autoeficácia do professor coordenador pedagógico: relevância para formação continuada. 2016. 79 f. Dissertação( Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, SP . |
url |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/971 |
dc.language.iso.fl_str_mv |
por |
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por |
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2617564530193333365 |
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500 500 600 |
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2617564530193333365 |
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6630723986113102196 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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Universidade do Oeste Paulista |
dc.publisher.program.fl_str_mv |
Mestrado em Educação |
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UNOESTE |
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Brasil |
dc.publisher.department.fl_str_mv |
Mestrado em Educação |
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Universidade do Oeste Paulista |
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UNOESTE |
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