Sources of teacher self-efficacy in teacher education for inclusive practices
DOI:
https://doi.org/10.1590/1982-4327e3109Keywords:
Special education, Inclusive education, Self-efficacy, Teacher educationAbstract
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.
Downloads
References
Almeida, C. M., Jameson, J. M., Riesen, T., & McDonnell, J. (2016). Urban and rural preservice special education teachers’ computer use and perceptions of self-efficacy. Rural Special Education Quarterly, 35(3), 12-19. doi:10.1177/875687051603500303
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Worth.
Bandura, A. (2008). A evolução da teoria social cognitiva [The evolution of social cognitive theory]. In A. Bandura, R. G. Azzi, & S. Polydoro, Teoria social cognitiva: Conceitos básicos [Cognitive social theory: Basic concepts] (R. C. Costa, Trans., pp. 15-41). Porto Alegre, RS: Artmed.
Bandura, A., & Barab, P. G. (1973). Processes governing disinhibitory effects through symbolic modeling. Journal of Abnormal Psychology, 82(1), 1-9. doi:10.1037/h0034968
Bandura, A., & Menlove, F. L. (1968). Factors determining vicarious extinction of avoidance behavior through symbolic modeling. Journal of Personality and Social Psychology, 8(2 Pt. 1), 99-108. doi:10.1037/h0025260
Barbosa, M. O. (2018). O transtorno do espectro autista em tempos de inclusão escolar: O foco nos profissionais de educação [Autism spectrum disorder in school inclusion times: Focus on education professionals]. Revista Educação Especial, 31(61), 299-310. doi:10.5902/1984686X24248
Bisquerra, R., Sarriera, J. C., & Martínez, F. (2007). Introdução à estatística: Enfoque informático com o pacote estatístico SPSS [Introduction to statistics: Computer-based approach to the SPSS statistical package]. Porto Alegre, RS: Artmed.
Bzuneck, J. A. Prefácio [Preface]. (2008). In A. Bandura, R. G. Azzi, & S. Polydoro, Teoria social cognitiva: Conceitos básicos [Cognitive social theory: Basic concepts] (pp. 11-14). Porto Alegre, RS: Artmed.
Bzuneck, J. A. (2017). Crenças de autoeficácia de professores: Um fator motivacional crítico na educação inclusiva [Teacher self-efficacy beliefs: A critical motivational factor in inclusive education]. Revista Educação Especial, 30(59), 697-708. doi:10.5902/1984686X28427
Canabarro, R. C. C., Teixeira, M. C. T. V., & Schmidt, C. (2018). Translation and transcultural adaptation of the self-efficacy scale for teachers of students with autism: Autism Self-Efficacy Scale for Teachers (Asset). Revista Brasileira de Educação Especial, 24(2), 229-246. doi:10.1590/s1413-65382418000200006
Capellini, V. L. M. F., & Zerbato, A. P. (2019). O que é ensino colaborativo? [What is co-teaching?]. São Paulo, SP: Edicon.
Chao, C. N. G., Sze, W., Chow, E., Forlin, C., & Ho, F. C (2017). Improving teachers’ self-efficacy in applying teaching and learning strategies and classroom management to studentes with special education needs in Hong Kong. Teaching and Teacher Education, 66, 360-369. doi:10.1016/j.tate.2017.05.004
Faria, P. M. F., & Camargo, D. (2018). Teacher’s emotions in relation to the school inclusion process: A systematic review. Revista Brasileira de Educação Especial, 24(2), 217-228. doi:10.1590/s1413-65382418000200005
Garcia, R. M. C. (2016). Educação especial na perspectiva inclusiva: Determinantes econômicos e políticos [Special education at inclusive perspective: Economic and politics determinants]. Comunicações, 23(1), 7-26. doi:10.15600/2238-121X/comunicacoes.v23nespp7-26
Graham, A. (2010). Como escrever e usar estudos de caso para ensino e aprendizagem no setor público [How to write and use case studies for teaching and learning in the public sector]. Brasília, DF: ENAP.
Heredero, E. S. (2016). Inclusão e formação de professores [Inclusion and teacher education]. In R. U. C. Carneiro, M. J. C. Dall’Acqua, & P. M. Caramori (Eds.), Educação especial e inclusiva: Mudanças para a escola e sociedade [Special and inclusive education: Changes for school and society] (pp. 65-78). Jundiaí, SP: Paco Editorial.
Honnef, C., & Costas, F. A. T. (2012). Formação para a educação especial na perspectiva inclusiva: O papel das experiências pedagógicas docentes nesse processo [Training for special education in an inclusive perspective: The role of teaching pedagogical experiences in this process]. Revista Reflexão e Ação, 20(1), 111-124. doi:10.17058/rea.v20i1.2359
Labone, E. (2004). Teacher efficacy: Maturing the construct through research in alternative paradigms. Teaching and Teacher Education, 20(4), 341-359. doi:10.1016/j.tate.2004.02.013
Lei No. 9.394, de 20 de dezembro de 1996. (1996, 23 de dezembro). Estabelece as diretrizes e bases da educação nacional [Establishes the guidelines and bases of national education]. Diário Oficial da União, seção 1. Retrieved from https://pesquisa.in.gov.br/imprensa/jsp/visualiza/index.jsp?data=23/12/1996&jornal=1&pagina=1&totalArquivos=289
Maibach, E., & Flora, J. A. (1993). Symbolic modeling and cognitive rehearsal: Using video to promote AIDS prevention self-efficacy. Communication Research, 20(4), 517-545. doi:10.1177/009365093020004002
Marôco, J. (2018). Análise estatística com o SPSS Statistics [Statistical analysis with SPSS Statistics] (7th ed.). Perô Pinheiro, Portugal: ReportNumber.
Martins, B. A., & Chacon, M. C. M. (2019). Autoeficácia docente e Educação Especial: Revisão da produção de conhecimento nacional e internacional com ênfase na formação de professores [Teacher self-efficacy and Special Education: National and international knowledge production review with emphasis in teacher education]. Revista Educação Especial, 32(1), 1-22. doi:10.5902/1984686X35883
Martins, B. A., & Chacon, M. C. M. (2020). Teacher Efficacy for Inclusive Practices (TEIP) scale validation. Revista Brasileira de Educação Especial, 26(1), 1-16. doi:10.1590/s1413-65382620000100001
Matos, S. N., & Mendes, E. G. (2015). Demandas de professores decorrentes da inclusão escolar [Demands of teachers arising from school inclusion]. Revista Brasileira de Educação Especial, 21(1), 9-22. doi:10.1590/S1413-65382115000100002
Miranda, M. J. C., Dall’Acqua, M. J. C., Heredero, E. S., Giroto, C. R. M., & Martins, S. E. S. O. (2013). Inclusão, educação infantil e formação de professores [Inclusion, early childhood education and teacher education]. Marília, SP: Oficina Universitária; São Paulo, SP: Cultura Acadêmica. Retrieved from https://www.marilia.unesp.br/Home/Publicacoes/af-livro_13_miranda.pdf
Navarro, L. P. (2007). Autoeficacia del professor universitário: Eficacia percebida e práctica docente [Self-efficacy of the university professor: Efficacy perceived and teaching practice] (2nd ed.). Madrid, España: Narcea.
Nozi, G. S., & Vitaliano, C. R. (2017). Saberes de professores propícios à inclusão dos alunos com necessidades educacionais especiais: Condições para sua construção [Teachers’ knowledge conducive to the inclusion of students with special educational needs: Conditions for their construction]. Revista Educação Especial, 30(59), 589-602. doi:10.5902/1984686X28080
Shani, M., & Hebel, O. (2016). Educating towards inclusive education: Assessing a teacher-training program for working with pupils with Special Educational Needs and Disabilities (SEND) enrolled in general education schools. International Journal of Special Education, 31(3), 1-23. Retrieved from https://eric.ed.gov/?id=EJ1120685
Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12-21. doi:10.1111/j.1471-3802.2011.01200.x
Sharma, U., & Sokal, L. (2015). The impact of a teacher education course on pre-service teachers’ beliefs about inclusion: An international comparison. Journal of Research in Special Educational Needs, 15(4), 276-284. doi:10.1111/1471-3802.12043
Silva, J. C., & Silva, M. M. (2015). Colaboração entre professores e autoeficácia docente: Que relações? [Collaboration between teachers and teacher self-efficacy: What relationships?] Revista Portuguesa de Educação, 28(2), 87-109. doi:10.21814/rpe.7733
Silva, R. M., & Ribeiro, L. L. (2017). Permanências do modelo médico nos discursos dos professores de educação especial [Permanences of the medical model in the speeches of special education teachers]. Revista Educação, Arte e Educação, 13(1), 141-166. doi:10.5965/1984317813012017141
Tindall, D., Culhane, M., & Foley, J. (2016). Pre-service teachers’ self-efficacy towards children with disabilities: An Irish perspective. European Journal of Adapted Physical Activity, 9(1), 27-39. doi:10.5507/euj.2016.003
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. doi:10.1016/S0742-051X(01)00036-1
Zafani, M. D., & Omote, S. (2016). Atribuições da família na percepção do professor [Family roles in the teacher’s perception]. Journal of Research in Special Educational Needs, 16(1), 221-224. doi:10.1111/1471-3802.12285
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Regarding the availability of contents, Paideia adopts the Creative Commons License, CC-BY. With this licence anyone is allowed to copy and redistribute the material in any medium or format, as well as to remix, transform, and create from the material for any purpose, even commercial, giving the proper copyright credits to the journal, providing a link to the licence and indicating if changes have been made.
Partial reproduction of other publications
Quotations of more than 500 words, reproductions of one or more figures, tables or other illustrations must have written permission from the copyright holder of the original work for the reproduction specified in the Paidéia journal. Permission should be addressed to the author of the submitted manuscript. Secondarily obtained rights will not be transferred under any circumstance.
