AUTOEFICÁCIA DE ESTUDANTES DE PEDAGOGIA PARA ENSINAR MATEMÁTICA E PERCEPÇÕES DAS FONTES

Caroline de MORAIS; José Aloyseo  BZUNECK

doi:10.31639/rbpfp.v17.i36.e885

Autores/as

Caroline de MORAIS Universidade Estadual de Londrina - UEL https://orcid.org/0009-0005-5636-1504
José Aloyseo BZUNECK Universidade Estadual de Londrina - UEL https://orcid.org/0000-0003-3641-8284

DOI:

https://doi.org/10.31639/rbpfp.v17.i36.e885

Abstract views: 176 / PDF downloads: 77

Palabras clave:

Autoeficacia, Enseñanza de matemáticas, Fuentes de autoeficacia, Profesores en formación, Prácticade enseñanza

Resumen

La presente investigación tuvo por objetivo evaluar en 513 estudiantes de Pedagogía la autoeficacia para la enseñanza de matemáticas en su futuro. Específicamente, se buscó evaluar, en 97 estudiantes que pasaron por prácticas de enseñanza, sus percepciones de las fuentes de autoeficacia y dos conocimientos presentados en el curso. Estas variables fueran examinadas para determinar en qué medida tienen relación con, y valor de predecir la autoeficacia. Los resultados muestran niveles encima de la media en autoeficacia por los estudiantes como un todo. Los que no habían pasado por las prácticas de enseñanza presentaron medias estadísticamente más altas que los que ya habían pasado. Sin embargo, en el último grupo las percepciones de los fuetes tuvieran valor positivo de predicción sobre la autoeficacia, mientras fue negativa la relación con los conocimientos. La cantidad de lecciones ministradas hicieran diferencias significativas en esta relación. Los resultados fueran discutidos bajo la luz de la TSC y indicaciones para los cursos de Pedagogía fueran presentadas.

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