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

Auteurs

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: 76 / PDF downloads: 25

Mots-clés :

Autoeficácia, Ensino de Matemática, Fontes de Autoeficácia, Professores em formação, Experiências no estágio

Résumé

O objetivo do presente estudo foi de examinar em 513 alunos de Pedagogia a autoeficácia para ensinar matemática quando professores. Especificamente, em 97 pedagogos que haviam passado pelo estágio, buscou-se avaliar percepções das fontes dessa crença, bem como a influência de conhecimentos hauridos no curso, para se verificar em que medida se correlacionam com as crenças de autoeficácia, com valor de predição. Como resultados, a amostra total revelou escores acima da média em autoeficácia. Já entre os que haviam passado pelo estágio, essa média foi significativamente inferior em comparação com uma subamostra sem estágio. Todavia, as análises seguintes mostraram que as quatro fontes apareceram cm valor de predição positivo sobre a autoeficácia. Percepção de conhecimentos tiveram valor negativo de predição. Número de aulas no estágio fez diferença significativa nessa relação. Os resultados foram discutidos à luz da TSC e apresentadas indicações para os cursos de Pedagogia.

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