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Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices

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  • Additional Information
    • Contributors:
      Universidade Estadual Paulista (UNESP)
    • Publication Information:
      Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia
    • Publication Date:
      2021
    • Collection:
      Universidade Estadual Paulista São Paulo: Repositório Institucional UNESP
    • Abstract:
      Self-efficacy concerns the individual’s beliefs in their ability to perform certain activities and influences the level of determination and effort involved. This study aimed to investigate whether teacher education courses for inclusive practices, involving sources of self-efficacy, produce effects on teacher self-efficacy. Thirty-six teachers participated; part of them took part in the course on inclusion of students with intellectual disabilities and the others on inclusion of students with giftedness. The courses stood out for their indissolubility between theory and practice and joint reflexive analysis of videos with successful inclusive educational situations, in order to involve social persuasion and vicarious experiences. The effects of the teacher education were evaluated with the Teacher Efficacy for Inclusive Practices Scale, in the versions Intellectual Disability and Giftedness. The results revealed that there was an increase in teachers’ self-efficacy, in order to indicate the potential of the sources of self-efficacy addressed in teacher education. ; La autoeficacia se refiere a las creencias del individuo en su capacidad para realizar ciertas actividades e influye en el nivel de determinación y esfuerzo involucrados. Este estudio tuvo como objetivo investigar si los cursos de capacitación para prácticas inclusivas que involucren fuentes de autoeficacia producen efectos sobre la autoeficacia docente. Participaron 36 profesores; una parte realizó un curso sobre la inclusión de estudiantes con discapacidad intelectual y los demás, sobre la inclusión de estudiantes con superdotación. Los cursos se destacaron por su inseparabilidad entre la teoría y la práctica y el análisis reflexivo conjunto de videos con situaciones educativas inclusivas exitosas para involucrar la persuasión social y las experiencias vicarias. Los efectos de la formación se evaluaron con la Escala de Eficacia Docente para Prácticas Inclusivas, en las versiones Discapacidad Intelectual y Superdotación. Los resultados revelaron que ...
    • ISSN:
      0103-863X
      1982-4327
    • Relation:
      Paidéia (Ribeirão Preto); http://dx.doi.org/10.1590/1982-4327e3109; Paidéia (Ribeirão Preto). Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia, v. 31, p. -, 2021.; http://hdl.handle.net/11449/212811; S0103-863X2021000100402; S0103-863X2021000100402.pdf
    • Accession Number:
      10.1590/1982-4327e3109
    • Online Access:
      https://doi.org/10.1590/1982-4327e3109
      http://hdl.handle.net/11449/212811
    • Rights:
      openAccess
    • Accession Number:
      edsbas.B8E1D3AF