Development of teacher self-efficacy in initiating in physical education

Author(s)

Roraima Alves da Costa Filho

• Document type: Doctoral Thesis
• Press: Rio Claro. 2019-02-15.
• Institution: Universidade Estadual Paulista (Unesp). Instituto de Biociências. Rio Claro
• Defense date: 2018-12-19
• Advisor: Roberto Tadeu Iaochite

Abstract

Knowledge, abilities, and skills are important for teachers’ practice in school. In addition to them, teachers also need to learn strategies of internal control so that they can cope with contextual and personal influences satisfactorily. The belief in teacher self-efficacy may be one of the variables that help in internal control and motivation for achievement. It is through beliefs that teachers select and value information important to their pedagogical practice, which will ultimately compose their perception of capacity. Initial training is a favorable period for the promotion of teaching self-efficacy, mainly from situations of teaching and practice conducted by students-teachers approaching the knowledge of theoretical and practical courses. However, little is known about what situations and elements of the lived experiences are selected by future teachers to inform their own capacity to teach. This research fits into the theme of teacher beliefs in the initial training of physical education teachers and aimed to investigate the development of teaching self-efficacy to teach physical education at school, among student-teachers enrolled in the Scholarships Institutional Program of Introduction to Teaching (PIBID). A mixed method research design, with microanalysis approach for data analysis was carried out. Participants included 16 students enrolled in a PIBID project in the area of physical education, aged between 19 and 32 years, half female. Data were collected during the second half of 2015 and during 2016 school year, using weekly reports, self-efficacy and sources of teacher self-efficacy scales, and portfolios. Data from the scales were analyzed through descriptive and inferential statistics, performed in SPSS software. Qualitative data were analyzed using descriptive and in vivo coding, supported by the Nvivo software. Despite the positive development of teacher self-efficacy and its dimensions in general, these were not significant for all the variables. Only significant development was observed in the instructional strategies dimensions and student engagement for the group from 2015. The latter dimension was also more significant for those who performed the activities at the municipal school. From the microanalysis, it was observed that the development of self-efficacy showed both positive and negative peaks at different moments during the project. As for the sources, the participants selected more frequently information in which they perceived success or failure. They also gave attention to the feedback about the lessons taught from school students, colleagues and teachers. Considering the analytical theoretical framework, the results found can help to draw up formative proposals, both for the initial education, and for the professors at the university to review their pedagogical practices and to help, consciously and effectively, in the offer of situations that may be significant for the self-efficacy of future physical education teachers. (AU)

• FAPESP's process: 15/06312-0 - Self-efficacy and self-regulation to teach during Physical Education teachers' initiation
• Grantee: Roraima Alves da Costa Filho
• Support Opportunities: Scholarships in Brazil - Doctorate