Although practice teaching is a central component of teacher education, there are still a number of organizational and practical problems encountered which have attracted considerable research. For instance, the nature of the relationship among pre-service and cooperating teachers / how this relationship plays a role in shaping pre-service teachers&rsquo / learning to teach during practice teaching are issues we still know little about (Borg, 2011). In order to understand the interwoven relationship between experiences, intentions, beliefs and actions of pre-service language teachers, opportunities created for them to become conscious of the ways they perceive and act upon needs to be investigated in detail. The present research study is designed as a mixed method case study to examine the extent to which English as a Foreign Language (EFL) pre-service teachers&rsquo / (PTs&rsquo / ) sense of efficacy beliefs regarding classroom management, instructional strategies, and student engagement evolve throughout the practice teaching course in addition to the role of mentoring practices and the organization of the practice teaching course in shaping EFL pre-service teachers&rsquo / sense of efficacy beliefs. The main participant group of the study was composed of senior PTs (N=22) studying in the Department of Foreign Language Education, Middle East Technical University. The study involved a variety of data collection tools in order to gather data, Teachers&rsquo / Sense of Efficacy Scale (TSES) (Tschannen-Moran &amp / Woolfolk-Hoy, 2001) and Mentoring for Foreign Language Teaching (MEFLT) scale (Hudson, Nguyen &amp / Hudson, 2009), weekly reflective journals of the PTs, semi-structured face-to-face interviews and an open-ended survey. The results of the data analysis revealed that none of the dimensions of sense of efficacy beliefs of the PTs appeared to develop significantly after practice teaching / on the other hand, sense of efficacy beliefs regarding classroom management beliefs of the participant group significantly decreased at the end of the practice teaching. In addition, sense of efficacy beliefs regarding classroom management beliefs had a significant relationship with the Personal/Professional Attributes of the cooperating teachers (CTs). According to the content analysis of the data, the role of mentoring practices and the organization of the practice teaching course have an important role in sense of efficacy beliefs of the PTs. The data analysis framework acknowledges that there are other factors that also have an influence on the development of efficacy beliefs including the teaching situation, context and the role of other participants involved in practice teaching.

This study examined preservice science teachers&rsquo / conceptions about teaching and learning, self-efficacy beliefs, learning approaches and images of themselves as a science teachers. The study was also interested in examining the possible relationships among preservice science teachers&rsquo / conceptions about teaching and learning, learning approaches and self-efficacy beliefs. The study was carried out during 2011-2012 spring semester at three different public universities in Ankara. A total of 208 senior preservice science teachers who were volunteers involved. Data were collected through Draw-A-Science-Teacher-Test Checklist, Teaching and Learning Conceptions Questionnaire, Science Teaching Efficacy Belief Instrument, and The Learning Approach Questionnaire and analyzed by descriptive statistics, paired-sample t-test and canonical correlation analysis. Paired-sample t-test analyses results showed that preservice science teachers prefer constructivist conception more than traditional conception / and meaningful learning approaches more than rote learning approaches. Besides, preservice science teachers were also found to have generally high sense of self-efficacy beliefs in science teaching. Moreover, the results of the DASTT-C showed that preservice science teachers&rsquo / perspectives of science teaching conception is 42.7% student-centered, 7.0% teacher-centered and 50.3% neither student-centered nor teacher-centered. Furthermore, the canonical correlation analysis revealed that the first canonical variate demonstrated that preservice science teachers&rsquo / constructivist conception and traditional conception are associated with their self-efficacy beliefs and learning approaches.

The purpose of this study was to investigate primary school and mathematics teachers&rsquo / efficacy beliefs and perceptions in the context of the new primary mathematics curriculum and identify differences, if any, in teachers&rsquo / efficacy beliefs and perceptions based on their area of certification, gender, experience and number of students in classroom. The sample consisted of 805 teachers, 696 of whom were primary and 105 of whom were mathematics teachers working in elementary schools located in Mersin, Eskisehir, Bolu, Ankara and Istanbul. The questionnaire administered to participants was adapted by the researcher throughout the study. Results of exploratory factor analysis suggested six dimensions: Utility and Impact of the Curriculum, Impact of the Curriculum regarding Efficacy Beliefs, Efficacy Beliefs regarding the New Curriculum, Utilization of Curriculum, Utilization of Special Techniques, and Teachers&rsquo / Sense of Efficacy. The results of the MANOVA analysis indicated that teachers&rsquo / area of certification and experience had a significant role on the collective dependent variables, while number of students and gender did not. Analysis further revealed that primary teachers had significantly stronger efficacy beliefs about the new curriculum than mathematics teachers. Moreover, teachers with 11-15 and 21 and more years of experience were significantly found to perceive a higher utilization of special techniques than teachers with 10 years or less experience. In a similar sense, teachers with 16-20 years of experience were found to have a significant higher perceived utilization of special techniques than teachers with 5 years or less experience.

The aim of this investigation was to predict the extent of curriculum implementation in early childhood education from several variables defined as (1) school related factors, (2) teacher demographics, (3) teaching beliefs, and (4) teacher self-efficacy beliefs. A total of 308 early childhood teachers employed in public schools in the central districts of Ankara, Turkey, selected through cluster sampling, composed the sample of this study. Data were collected with the instrument including Curriculum Implementation Scale, Turkish Version of the Teachers&rsquo / Sense of Efficacy Scale, Teacher Beliefs Survey, and Personal Information Form. Exploratory and confirmatory factor analyses were conducted to provide evidence for validity and reliability of the scales. Two separate hierarchical multiple regression analyses were, moreover, employed at the alpha level of .025 to answer research questions. The results overall demonstrated that teacher self-efficacy and teaching beliefs significantly predicted the extent early childhood teachers implemented current curriculum as regards content selection and learning process, while teacher demographics were only significant for the extent of curriculum implementation regarding learning process. On the other hand, school related factors did not contribute to the extent of curriculum implementation for both content selection and learning process. In particular, constructivist teaching beliefs and teacher efficacy beliefs for student engagement and instructional strategies explained the extent of curriculum implementation regarding content selection. Considering the implementation of learning process, teachers&rsquo / years of experience was, moreover, found to be a significant predictor along with constructivist teaching beliefs and teacher efficacy beliefs for student engagement and instructional strategies.

The current research utilised a modified cyclical model of tracking teachers' efficacy beliefs from their source through to their implementation in teaching strategies. Key inclusions to the model were four factors (personal efficacy, teaching efficacy, classroom management efficacy and outcome efficacy) of teacher efficacy and four contextual considerations (culture load, learning load, language load and cognitive load) in relation to teaching students who have ESL. Data were collected through three studies, ultilising both qualitative methodologies (focus groups, hypothetical teaching scenarios) and a quantitative methodology (researcher-generated survey). Results revealed a two-factor model of teacher efficacy (not a four-factor model) with the two factors being personal efficacy (general teaching abilities) and teaching efficacy (overcoming environmental factors such as home life). Culture load and language load were significant contextual considerations given to teaching students who have ESL. Results of the research suggested that specific teacher training needs to focus on how to adapt curriculum to meet the needs of a diverse group of learners, emphasising in particular why chosen strategies should be used. More training is needed which involves learning how to include parents and other community members as valuable resources in the learning processes of the classroom.

Este trabalho tem como temática as crenças de autoeficácia do professor que atua com o ensino de música no ensino médio. Este construto diz respeito às crenças do indivíduo sobre sua capacidade de executar determinados planos de ação para realizar tarefas específicas e está presente na Teoria da Autoeficácia (Bandura, 1997). Professores que têm sólidas crenças de autoeficácia têm mais comprometimento com o ensino, lidam de maneira mais eficaz com problemas de aprendizagem de alunos e com fatores acadêmicos estressantes, buscam inovações em suas práticas de ensino e procuram promover a autonomia e a confiança entre seus alunos. O objetivo geral foi investigar a relação entre o perfil de formação e atuação do professor que trabalha com o ensino de música no ensino médio e suas crenças de autoeficácia. Esta pesquisa utilizará uma parte da amostra da pesquisa geradora desenvolvida pelo grupo Formação e Atuação de Profissional em Música (FAPROM), intitulada “Mapeamento dos professores que trabalham com música na Educação Básica: um survey sobre sua formação, atuação e crenças de autoeficácia”, mais especificamente os professores do ensino médio. O método escolhido foi o survey baseado na internet, com um questionário composto por duas partes: a primeira, por questões objetivas que dizem respeito aos dados pessoais do professor; a segunda, pela Escala de Autoeficácia do Professor de Música. A amostra da pesquisa foi não probabilística, do tipo bola de neve. Para a análise dos dados, foram realizadas estatísticas descritivas e inferenciais. Os resultados apontaram haver relações entre a formação, a atuação e as crenças de autoeficácia dos professores desta amostra. O nível de escolaridade e as aprendizagens musicais de uma forma mais especializada foram as que pareceram exercer mais influência nas crenças de autoeficácia dos professores para ensinar música e para lidar com mudanças e desafios. Os professores que tiveram as maiores médias das crenças de autoeficácia para motivar os alunos foram aqueles que realizam atividades de musicalização infantil e a disciplina de música nas escolas. Os resultados também mostraram que os professores que se sentem mais capazes de lidar com mudanças e desafios são aqueles que atuam concomitantemente em outras etapas de ensino. Espera-se que este trabalho possa contribuir para que se conheça o professor que atua com o ensino de música nesta etapa de ensino, trazendo dados relevantes para se pensar a formação docente e o fortalecimento da educação musical dentro das escolas. / The purpose of this work is to investigate the relation between the education and professional profile of high school music teachers with their self-efficacy beliefs. Such construct concern the beliefs of the teachers in regard to their own capacity of following specific plans of action to perform explicit tasks. Teachers who have strong self-efficacy beliefs are better committed to their teachings, deal more efficiently with students’ learning problems and with stressful academic factors, pursue innovations in their teaching practices and aim to promote autonomy and self-confidence amidst their students. Bandura’s Self-Efficacy Theory served as the theoretical background. Self-efficacy beliefs are among the thoughts that exert most influence on human functioning; they are a central aspect of Social Cognitive Theory, which shows that personal, behavioral and environmental factors suffer a dynamic inter-relation to form human actions and thoughts. This research is a part of a major project developed by the group Education and Acting of Music Professional, called “Mapping teachers that work with music in basic education: a survey of their education, acting and self-efficacy beliefs”. It consists of an internet-based survey, divided in two parts: the first comprises objective questions concerning the teacher’s personal data; the second focuses on the Music Teacher’s Self- Efficacy Scale. The research used a non-probability sample of the snowball type Descriptive and inferential statistic tests were used for data analysis. The results showed the existence of a relationship between music teacher’s education and professional activities with their selfefficacy beliefs. Schooling level and specialized music training are the factors that seem to exert strongest influence on the teacher’s self-efficacy beliefs to teach music and to deal with changes and challenges. Teachers who demonstrated higher self-efficacy belief levels to motivate students were those that work with child musicalization and who teach specific music courses at schools. Results also show that teachers who feel they’re more capable to deal with changes and challenges are those that that also teach at academic levels other than high school. It is hoped that this work may contribute for a better knowledge of high school music teachers, bringing to light relevant data to understand teaching training and to strengthen musical education in schools.

Parte da comunidade de pesquisa em ensino de Física tem devotado atenção ao estudo de métodos ativos de ensino que primam pela centralização do processo de ensino-aprendizagem no aluno. Além da aprendizagem conceitual, tais métodos buscam favorecer o desenvolvimento de habilidades associadas ao trabalho colaborativo e à argumentação, e diminuir a evasão estudantil. Em disciplinas de Física Experimental alguns desses métodos envolvem a aprendizagem por modelagem científica. Contudo, o sucesso de tais iniciativas depende, entre outros fatores, do quanto os alunos se julgam capazes de realizar as atividades propostas pelo professor, ou seja, do nível de autoeficácia dos alunos em realizar determinadas ações. Pesquisas do grupo de Ensino de Física da Universidade Internacional da Flórida apontam para uma baixa mudança ou redução em níveis de autoeficácia em função do uso de métodos ativos. Com base nesses resultados propomos um estudo de caso exploratório, único e incorporado com múltiplas unidades de análise. O objetivo geral dessa dissertação é o de estudar as influências do método Episódios de Modelagem (EM) (similar ao método Modeling Instruction - MI) sobre as atitudes e crenças de autoeficácia dos estudantes em aprender física, realizar atividades experimentais e trabalhar colaborativamente. Para isso procuramos responder às seguintes questões: Quais os impactos da aplicação de Episódios de Modelagem nas crenças de autoeficácia e atitudes dos estudantes em relação a: (i) aprender física?; (ii) realizar atividades experimentais?; e (iii) trabalhar colaborativamente? Para responder a tais questões de pesquisa, adotamos as orientações metodológicas para estudo de caso de Yin (2010) e utilizamos a Teoria Social Cognitiva, em específico, o conceito de autoeficácia, de Bandura (1997). Para a investigação, realizamos um estudo exploratório com múltiplas unidades de análise (8 estudantes) na disciplina de Física Experimental II – A, que aborda os conteúdos de oscilações, ondulatória, hidrostática e termodinâmica. Os resultados mostraram que as atitudes dos alunos frente ao aprendizado de física com o método de ensino foram positivas tendo sido destacadas, principalmente, o planejamento e execução de seus próprios experimentos e as discussões fomentadas pelas apresentações dos resultados e correções das tarefas de leitura. Como fatores negativos foram mencionados: o fato da disciplina ser muito trabalhosa e de não ter tempo suficiente em aula para a realização dos planejamentos e análise de dados. Já as atitudes frente às atividades experimentais e trabalho colaborativo foram reforçadas para os sete alunos aprovados na disciplina. Sobre as crenças de autoeficácia em aprender física e em trabalhar colaborativamente, constatamos que as crenças dos alunos foram influenciadas positivamente pelas atividades desenvolvidas com o método de ensino, através de três das principais fontes destacadas por Bandura: experiências de domínio e vicárias e persuasão social. Também constatamos um reajuste na percepção dos alunos quanto aos seus níveis de autoeficácia devido às experiências vivenciadas com o método EM em comparação ao método utilizado na disciplina anterior (que utiliza roteiros dirigidos nos experimentos). Novas pesquisas são necessárias para dar continuidade a este estudo exploratório, investigando mais profundamente o processo de reajuste dos níveis de autoeficácia. / Part of the Physics Education Research (PER) community has devoted its attention to the study of Active Learning methods focusing on the centralization of the teaching-learning process at the students. Beyond the conceptual learning, these methods seek to foster the development of abilities associated to the collaborative work and argumentation, and also to decrease student’s dropout. In experimental physics disciplines, some of those methods involve the scientific modeling learning. However, the success of such initiatives depends on how much the students judge themselves capable of carrying out the activities proposed by the teacher, that is, it depends on the student’s self-efficacy levels in perform certain actions. Studies of the PER from the Florida International University show a small change or even a reduction on self-efficacy levels in function of the use of active methods. Based on those results we propose an exploratory case-study incorporated with multiple analysis unities. The general purpose of this dissertation is to study the influence of the Modeling Episodes (ME) method (similar to the MI method) on the students’ attitudes and self-efficacy beliefs about learning physics; conduct experimental activities; and work collaboratively. We tried to answer the following questions: What are the impacts of the ME application on the students’ self-efficacy beliefs and attitudes regarding: (i) learning physics?, (ii) carrying out experimental activities?, and (iii) working collaboratively? To answer these research questions we adopted the methodological orientations for Yin’s case-study and we used the Cognitive Social Theory, specifically, Bandura’s self-efficacy concept. For the investigation, we carried out an exploratory study with multiple analysis unities (8 students) at Experimental Physics II – A, class that discuss oscillations, waves, hydrostatic and thermodynamic. The results showed the students’ attitudes regarding the learning of physics as a teaching method were positive, specially: the planning and execution of their own experiments; the discussions fomented by the presentation of the results; and the evaluation of the reading assignments by the teacher. As negative factors, it was mentioned: the fact that the class was quite laborious and short time to carry out the planning and data analysis in class. Regarding the self-efficacy beliefs about learning physics and work collaboratively, the students’ beliefs were influenced positively by the activities developed with the teaching method, through three of the main sources highlighted by Bandura: mastery, vicarious experiences and social persuasion. We also identified a readjustment on student’s perception about their self-efficacy levels due to the experience with the ME method when compared to the method used in the previous experimental physics class (which used guided experimental scripts). New studies are necessary to give continuity to this exploratory study, investigating more deeply the readjustment process of the self-efficacy levels.

Este trabalho tem como temática as crenças de autoeficácia do professor que atua com o ensino de música no ensino médio. Este construto diz respeito às crenças do indivíduo sobre sua capacidade de executar determinados planos de ação para realizar tarefas específicas e está presente na Teoria da Autoeficácia (Bandura, 1997). Professores que têm sólidas crenças de autoeficácia têm mais comprometimento com o ensino, lidam de maneira mais eficaz com problemas de aprendizagem de alunos e com fatores acadêmicos estressantes, buscam inovações em suas práticas de ensino e procuram promover a autonomia e a confiança entre seus alunos. O objetivo geral foi investigar a relação entre o perfil de formação e atuação do professor que trabalha com o ensino de música no ensino médio e suas crenças de autoeficácia. Esta pesquisa utilizará uma parte da amostra da pesquisa geradora desenvolvida pelo grupo Formação e Atuação de Profissional em Música (FAPROM), intitulada “Mapeamento dos professores que trabalham com música na Educação Básica: um survey sobre sua formação, atuação e crenças de autoeficácia”, mais especificamente os professores do ensino médio. O método escolhido foi o survey baseado na internet, com um questionário composto por duas partes: a primeira, por questões objetivas que dizem respeito aos dados pessoais do professor; a segunda, pela Escala de Autoeficácia do Professor de Música. A amostra da pesquisa foi não probabilística, do tipo bola de neve. Para a análise dos dados, foram realizadas estatísticas descritivas e inferenciais. Os resultados apontaram haver relações entre a formação, a atuação e as crenças de autoeficácia dos professores desta amostra. O nível de escolaridade e as aprendizagens musicais de uma forma mais especializada foram as que pareceram exercer mais influência nas crenças de autoeficácia dos professores para ensinar música e para lidar com mudanças e desafios. Os professores que tiveram as maiores médias das crenças de autoeficácia para motivar os alunos foram aqueles que realizam atividades de musicalização infantil e a disciplina de música nas escolas. Os resultados também mostraram que os professores que se sentem mais capazes de lidar com mudanças e desafios são aqueles que atuam concomitantemente em outras etapas de ensino. Espera-se que este trabalho possa contribuir para que se conheça o professor que atua com o ensino de música nesta etapa de ensino, trazendo dados relevantes para se pensar a formação docente e o fortalecimento da educação musical dentro das escolas. / The purpose of this work is to investigate the relation between the education and professional profile of high school music teachers with their self-efficacy beliefs. Such construct concern the beliefs of the teachers in regard to their own capacity of following specific plans of action to perform explicit tasks. Teachers who have strong self-efficacy beliefs are better committed to their teachings, deal more efficiently with students’ learning problems and with stressful academic factors, pursue innovations in their teaching practices and aim to promote autonomy and self-confidence amidst their students. Bandura’s Self-Efficacy Theory served as the theoretical background. Self-efficacy beliefs are among the thoughts that exert most influence on human functioning; they are a central aspect of Social Cognitive Theory, which shows that personal, behavioral and environmental factors suffer a dynamic inter-relation to form human actions and thoughts. This research is a part of a major project developed by the group Education and Acting of Music Professional, called “Mapping teachers that work with music in basic education: a survey of their education, acting and self-efficacy beliefs”. It consists of an internet-based survey, divided in two parts: the first comprises objective questions concerning the teacher’s personal data; the second focuses on the Music Teacher’s Self- Efficacy Scale. The research used a non-probability sample of the snowball type Descriptive and inferential statistic tests were used for data analysis. The results showed the existence of a relationship between music teacher’s education and professional activities with their selfefficacy beliefs. Schooling level and specialized music training are the factors that seem to exert strongest influence on the teacher’s self-efficacy beliefs to teach music and to deal with changes and challenges. Teachers who demonstrated higher self-efficacy belief levels to motivate students were those that work with child musicalization and who teach specific music courses at schools. Results also show that teachers who feel they’re more capable to deal with changes and challenges are those that that also teach at academic levels other than high school. It is hoped that this work may contribute for a better knowledge of high school music teachers, bringing to light relevant data to understand teaching training and to strengthen musical education in schools.

Parte da comunidade de pesquisa em ensino de Física tem devotado atenção ao estudo de métodos ativos de ensino que primam pela centralização do processo de ensino-aprendizagem no aluno. Além da aprendizagem conceitual, tais métodos buscam favorecer o desenvolvimento de habilidades associadas ao trabalho colaborativo e à argumentação, e diminuir a evasão estudantil. Em disciplinas de Física Experimental alguns desses métodos envolvem a aprendizagem por modelagem científica. Contudo, o sucesso de tais iniciativas depende, entre outros fatores, do quanto os alunos se julgam capazes de realizar as atividades propostas pelo professor, ou seja, do nível de autoeficácia dos alunos em realizar determinadas ações. Pesquisas do grupo de Ensino de Física da Universidade Internacional da Flórida apontam para uma baixa mudança ou redução em níveis de autoeficácia em função do uso de métodos ativos. Com base nesses resultados propomos um estudo de caso exploratório, único e incorporado com múltiplas unidades de análise. O objetivo geral dessa dissertação é o de estudar as influências do método Episódios de Modelagem (EM) (similar ao método Modeling Instruction - MI) sobre as atitudes e crenças de autoeficácia dos estudantes em aprender física, realizar atividades experimentais e trabalhar colaborativamente. Para isso procuramos responder às seguintes questões: Quais os impactos da aplicação de Episódios de Modelagem nas crenças de autoeficácia e atitudes dos estudantes em relação a: (i) aprender física?; (ii) realizar atividades experimentais?; e (iii) trabalhar colaborativamente? Para responder a tais questões de pesquisa, adotamos as orientações metodológicas para estudo de caso de Yin (2010) e utilizamos a Teoria Social Cognitiva, em específico, o conceito de autoeficácia, de Bandura (1997). Para a investigação, realizamos um estudo exploratório com múltiplas unidades de análise (8 estudantes) na disciplina de Física Experimental II – A, que aborda os conteúdos de oscilações, ondulatória, hidrostática e termodinâmica. Os resultados mostraram que as atitudes dos alunos frente ao aprendizado de física com o método de ensino foram positivas tendo sido destacadas, principalmente, o planejamento e execução de seus próprios experimentos e as discussões fomentadas pelas apresentações dos resultados e correções das tarefas de leitura. Como fatores negativos foram mencionados: o fato da disciplina ser muito trabalhosa e de não ter tempo suficiente em aula para a realização dos planejamentos e análise de dados. Já as atitudes frente às atividades experimentais e trabalho colaborativo foram reforçadas para os sete alunos aprovados na disciplina. Sobre as crenças de autoeficácia em aprender física e em trabalhar colaborativamente, constatamos que as crenças dos alunos foram influenciadas positivamente pelas atividades desenvolvidas com o método de ensino, através de três das principais fontes destacadas por Bandura: experiências de domínio e vicárias e persuasão social. Também constatamos um reajuste na percepção dos alunos quanto aos seus níveis de autoeficácia devido às experiências vivenciadas com o método EM em comparação ao método utilizado na disciplina anterior (que utiliza roteiros dirigidos nos experimentos). Novas pesquisas são necessárias para dar continuidade a este estudo exploratório, investigando mais profundamente o processo de reajuste dos níveis de autoeficácia. / Part of the Physics Education Research (PER) community has devoted its attention to the study of Active Learning methods focusing on the centralization of the teaching-learning process at the students. Beyond the conceptual learning, these methods seek to foster the development of abilities associated to the collaborative work and argumentation, and also to decrease student’s dropout. In experimental physics disciplines, some of those methods involve the scientific modeling learning. However, the success of such initiatives depends on how much the students judge themselves capable of carrying out the activities proposed by the teacher, that is, it depends on the student’s self-efficacy levels in perform certain actions. Studies of the PER from the Florida International University show a small change or even a reduction on self-efficacy levels in function of the use of active methods. Based on those results we propose an exploratory case-study incorporated with multiple analysis unities. The general purpose of this dissertation is to study the influence of the Modeling Episodes (ME) method (similar to the MI method) on the students’ attitudes and self-efficacy beliefs about learning physics; conduct experimental activities; and work collaboratively. We tried to answer the following questions: What are the impacts of the ME application on the students’ self-efficacy beliefs and attitudes regarding: (i) learning physics?, (ii) carrying out experimental activities?, and (iii) working collaboratively? To answer these research questions we adopted the methodological orientations for Yin’s case-study and we used the Cognitive Social Theory, specifically, Bandura’s self-efficacy concept. For the investigation, we carried out an exploratory study with multiple analysis unities (8 students) at Experimental Physics II – A, class that discuss oscillations, waves, hydrostatic and thermodynamic. The results showed the students’ attitudes regarding the learning of physics as a teaching method were positive, specially: the planning and execution of their own experiments; the discussions fomented by the presentation of the results; and the evaluation of the reading assignments by the teacher. As negative factors, it was mentioned: the fact that the class was quite laborious and short time to carry out the planning and data analysis in class. Regarding the self-efficacy beliefs about learning physics and work collaboratively, the students’ beliefs were influenced positively by the activities developed with the teaching method, through three of the main sources highlighted by Bandura: mastery, vicarious experiences and social persuasion. We also identified a readjustment on student’s perception about their self-efficacy levels due to the experience with the ME method when compared to the method used in the previous experimental physics class (which used guided experimental scripts). New studies are necessary to give continuity to this exploratory study, investigating more deeply the readjustment process of the self-efficacy levels.

O universo escolar é rico de sujeitos e, consequentemente, de comportamentos que tornam essa realidade um curioso objeto de pesquisa. O comportamento dos estudantes que se associa a seu desempenho escolar na disciplina de Física é um interessante agente de estudo. Desse modo, a presente pesquisa buscou compreender o quanto os comportamentos apresentados por alunos que demonstram um melhor desempenho na disciplina de Física estão associados a seus níveis de crenças de autoeficácia (BANDURA, 1986) e ao domínio das regras que estruturam o Contrato Didático (BROUSSEAU, 1986). Assim, por intermédio de uma pesquisa de natureza qualitativa de estudo de caso, identificamos os níveis de crenças de autoeficácia de dois alunos do terceiro ano do Ensino Médio de uma escola pública do interior do Estado de São Paulo, que apresentam os melhores resultados de desempenho na disciplina de Física. Com o auxílio de um questionário de escala Likert, pudermos mensurar os elevados níveis de crenças de autoeficácia dos sujeitos participantes deste estudo. Além disso, fizemos uso de observações em sala de aula e de entrevistas semiestruturadas para identificar como suas crenças de autoeficácia atuam sobre seus comportamentos e também como esses sujeitos identificam e lidam com o Contrato Didático estabelecido. No decurso da análise das regras do Contrato Didático pudemos analisar como as crenças de autoeficácia influem na interpretação, condução e negociação dessas regras, bem como contribuem para o melhor desempenho dos alunos na disciplina de Física. Desse modo, o estudo nos possibilitou observar diferentes estratégias de aprendizagem, a fim de lidar com semelhantes regras do Contrato Didático que permitem a aproximação e o distanciamento desses alunos do saber físico. Tais perspectivas são reveladas em vista de uma busca constante dos sujeitos pela manutenção do Contrato Didático. O estudo demonstrou também que a motivação estabelecida pelos sujeitos para participar das dinâmicas fundamentadas pelo contrato está intimamente ligada aos seus níveis de crenças de autoeficácia que contribuem para o estabelecimento de estratégias de aprendizagem que permitem o alcance de um suposto sucesso escolar, ainda que este não esteja associado a uma maior aproximação do saber físico. Por fim, os estudantes demonstraram fazer uso de estratégias de aprendizagem relacionadas a seu antigo Contrato Didático, quando foram inseridos em uma situação didática denominada Atividade de Ruptura, na qual os alunos se encontravam em um contexto de estabelecimento de um novo Contrato Didático. O melhor desempenho dos alunos nestas circunstâncias de pesquisa está associado a estratégias de aprendizagem condicionadas a suas crenças de autoeficácia que orientam o comportamento dos sujeitos em vista de suas concepções sobre suas capacidades que estão associadas ao domínio das regras do Contrato Didático. / The universe is rich of individuals and, consequently, of behaviors, making them a curious object of research. The Physics course students behavior associated with their academic performance is an interesting issue to be studied. Thus, this research sought to understand how behaviors of students with a better performance in the Physics course are associated with their levels of self-efficacy beliefs (BANDURA, 1986) and the mastering of the rules which structure the Didactic Contract (BROUSSEAU, 1986). Therefore, through a qualitative case study research, we identified levels of self-efficacy beliefs of two students of the third year of high school in a public school in the State of São Paulo, who have achieved the best results in the Physics course.With the aid of a Likert scale questionnaire, we could measure high levels of self-efficacy beliefs of the participants in this study. In addition, we made use of classroom observations and semi-structured interviews to identify how their self-efficacy beliefs play a role in their behavior, and also how these guys identify and deal with the established Didactic Contract. In the course of the analysis of the Didactic Contract rules, we could analyze how self-efficacy beliefs influence the interpretation and negotiation of these rules, as well as contribute to the better performance of the students in the Physics course. The study enabled us to observe different learning strategies, in order to deal with similar rules of the Didactic Contract, which allows the approximation and distancing of these students from their knowledge of Physics. Such perspectives are revealed in a constant search of the individuals for maintaining the Didactic Contract. It also demonstrated that the motivation established by the individuals to participate in the dynamics based on the contract is closely linked to their levels of self-efficacy beliefs that contribute to the setting of learning strategies that enable the achievement of an alleged academic success, although this is not associated with theirknowledge of Physics. Finally, students have shown to make use of learning strategies related to their former Didactic Contract when they were inserted into a learning situation called Breaking Activity, in which students had toset a new Didactic Contract. The best academic performance under this research circumstances is associated with learning strategies that depend on self-efficacy beliefs that guide the individuals behavior in accordance with their conceptions of their own abilities associated with mastering the Didactic Contract rules.