Self-efficacy beliefs of undergraduate physics students in relation to inclusive education
DOI:
https://doi.org/10.14244/198271993935Keywords:
Teacher Education, Physics Teachers, Inclusive Education.Abstract
For inclusion to really work, teachers to be prepared to receive students Target Public of Special Education (PAEE). Inclusive policies intensified since the 1990s, in other words, we already have more than 20 years of discussions about the need to train teachers to work with PAEE as predict the Lei de Diretrizes e Bases da Educação Nacional. But, how is the teacher training occurring? Are undergraduates receiving training to enable them to properly include PAEE students in class? What do undergraduates think about their education? In the present work we analysis if the students of a Physics Degree course feel able to work with students PAEE. To make this analysis we use the studies developed by Bandura about Self-efficacy Beliefs. Seven students from a Physics undergraduate course participated in the research, who answered two data collection instruments: a Likert scale questionnaire and an open-ended questionnaire. Analyzing the collected data we concluded that the research participants do not feel able to work in inclusive classes and the training these graduates are receiving do not intended to prepare them to work with PAEE students.
Metrics
References
AZZI, Roberta; POLYDORO, Soely. Auto-eficácia proposta por Alberto Bandura: algumas discussões. In: AZZI, Roberta.; POLYDORO, Soely. (Orgs) Auto-eficácia em diferentes contextos. Campinas, SP. Editora Alínea, p.9-24, 2006.
BANDURA, Albert. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, v. 84, n. 2, p.191-215, 1977.
BANDURA, Albert. Self-efficacy. Social foundations of thought and action: a social cognitive theory. In: Englewood Cliffs: Prentice hall, n. 23-28, p.390-453, 1986.
BANDURA, Albert. Human Agency in Social Cognitive Theory. American Psychologist Association, v. 44, n. 9, p.1175-1184, 1989.
BANDURA, Albert; JOUDEN, Forest. Mechanisms Governing the Impacto f Social Comparison on complex Decision Making. Jornal of Personality and Social Psychology, v. 60, n. 6, p.941-951, 1991.
BRASIL. Ministério de Educação e Cultura. LDB - Lei nº 9394/96, de 20 de dezembro de 1996. Estabelece as diretrizes e bases da Educação Nacional. Diário. Brasília: MEC, 1996.
BRASIL. Ministério da Educação. Secretaria de Educação Especial. Política Nacional de Educação Especial na Perspectiva da educação Inclusiva. Diário. Brasília, DF, 2008.
CASTRO, Sabrina. A representação social de professores de alunos incluídos em rede regular de ensino. Monografia (Conclusão de curso de especialização em Educação Especial na área da Deficiência Mental) - Universidade Federal de Santa Maria, Santa Maria/RS, 2002.
GLAT, Rosana; FERREIRA, Júlio Romero; OLIVEIRA, Eloíza; SENNA, Luiz Antonio. Panorama Nacional da Educação Inclusiva no Brasil. Relatório de consultoria técnica, Banco Mundial, 2003.
JENKINS, Douglas; TABER, Thomas. A Monte Carlo Study of Factors Affecting Three Indices of Composite Scale Reliability. Journal of Applied Psychology, v.62, p.392-398, 1977.
LIKERT, Rensis. A technique for the measurement of attitudes. Archives of Psychology, n. 140, p. 44-53, 1932.
LISSITZ, Robert; GREEN, Samuel. Effect of the number of scale points on reliability: A Monte Carlo approach. Journal of Applied Psychology, n. 60, p. 10-13, 1975.
MINAYO, Maria Cecília. Pesquisa social: teoria, método e criatividade. Petrópolis: Vozes, 2001.
PAJARES, Frank; OLAZ, Fabian. Teoria Social cognitiva e auto-eficácia: uma visão geral. In: BANDURA, A.; AZZI, Roberta. G.; POLYDORO, Soely. (Orgs.) Teoria Social Cognitiva: Conceitos Básicos. Porto Alegre: Artmed, p.97-114, 2008.
ROCHA, Diego. Crenças de Autoeficácia e Práticas Docentes: uma Análise de Professores de Física em um Contexto de Inovação. 2011. 189 f. Dissertação de mestrado da Faculdade de Educação, Instituto de Física, Instituto de Química e Instituto de Biociências. Universidade de São Paulo, São Paulo, 2011.
SCHUNK, Dale; DiBENEDETTO, Maria. (2016). Self-efficacy theory in education. In: Kathryn Wentzel e David Miele (Eds.), Handbook of motivation at school, New York: Routledge, 2ª.ed., p. 34-54, 2016.
TSCHANNEN-MORAN, Megan; WOOLFOLK HOY, Anita. The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, New York, v. 23, n. 6, p. 944–956, 2007.
UNESCO. Declaração Mundial sobre Educação para Todos: satisfação das necessidades básicas de aprendizagem. Jomtien, 1990.
UNESCO. Declaração de Salamanca e o Enquadramento da Acção – Na área das Necessidades Educativas Especiais. Conferência Mundial sobre Necessidades Educativas Especiais: Acesso e Qualidade, Salamanca- Espanha, 1994.
WOOLFOLK Hoy, Anita, SPERO, Rhonda Burke. Changes in teacher efficacy during the early years of teaching: a comparison of four measures. Teaching and Teacher Education, v.21, n. 4, p. 343-356, 2005.
Downloads
Published
How to Cite
Issue
Section
License
CC-BY-NC License
Revista Eletrônica de Educação adopts the Creative Commons BY-NC license of type "Non-Commercial Attribution". This license permits, except where noted, that the end user re-mars, adapt, and create from his or her work for non-commercial purposes, on the condition of assigning due credit and in the manner specified by the author or licensor.
##plugins.generic.dates.accepted## 2023-05-23
##plugins.generic.dates.published## 2023-09-27
