Autoeficácia docente e condições de acesso a recursos no contexto do Ensino Remoto Emergencial no Ensino Fundamental

Abstract

This study aimed to examine the profile of Elementary School teachers in terms of Teaching Self-Efficacy, defined as the beliefs that teachers have in their abilities to guide students' teaching and learning processes, and access to digital resources in the context of RT[1]. The research is characterized as an exploratory and descriptive investigation. A total of 88 Elementary School teachers participated in the survey, eight males and 80 females, and the age group ranged from 20 to 59 years. Data collection was carried out online, using Google Forms, the Teacher Self-Efficacy Assessment Scale for remote teaching was applied, consisting of 28 items subdivided into: Factor 1) Self-efficacy for Remote Teaching in Times of Pandemic (18 items) and Factor 2) Access to Resources for Remote Teaching in Times of Pandemic (10 items). The results showed significant differences between the female and male genders, and indicated that male participants have greater access to digital resources, with no significant differences between the scale factors as a function of age group. Continuous reflections on the use of digital artifacts in the school context are necessary, especially on the need for teacher training as a fundamental element of a pedagogical practice that leads to a positive teacher assessment of their ability to organize and carry out the required and necessary activities to achieve the educational results and availability of resources by educational institutions. 

[1] ERS Emergency Remote Study. In Portuguese, the Acronym means Estudo Remoto Emergencial (ERE)