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Previous issue date: 2015-12-04 / It was proposed in the present study to investigate the relationship between perceptions of teacher self-efficacy and social emotional support of graduating students of pedagogy and beginner teachers in early childhood education or in the early years of elementary school. The teaching self-efficacy refers to the teacher's confidence in their own abilities to perform teaching activities associated with perceived social support that can help the adaptation of the individual during the transition to teaching. It is understood that this transition is not finished with the completion of graduation, it extends until the first years of teaching practice. The total sample consisted of 281 participants. The scale was composed of three parts: [1] Teacher Beliefs Scale - short version, [2] Inventory of Emotional Support in the Transition to Teaching (IAETD) and [3] Participants Characterization Questionnaire. The results obtained by means of confirmatory factor analysis indicated evidence of instrument validity and good internal consistency in the factors. The better adjusted models presented the teacher's self-efficacy in three factors: efficacy in instructional strategies (EIS) effectiveness in managing classroom (EMC) and efficacy in student engagement (ESA); the social and emotional support to two factors: emotional support and professional support. It was found that training in public or private institutions does not imply distinctions in perceptions of the teacher self-efficacy and the social emotional support for both groups. However, when related to sex, women had greater efficacy in student engagement than men in both groups. Among teachers, those without postgraduate degrees demonstrated higher self-efficacy to motivate students than teachers with postgraduate degrees. Teachers with plans to stay in teaching careers felt themselves more professionally supported than those with plans to switch careers. It was also found that the older the teachers, the lower the self-efficacy for managing the classroom and lower the perception of professional support. In the group of students, the ones who were working were perceived to be more effective in managing the classroom than students that were not working. Finally, the weak relationships between the variables of teacher self-efficacy and social emotional support in both groups reinforced the prospects of the multidimensionality of these phenomena, indicating that other factors are combined in this relationship in the transition to teaching. Along these lines, new studies can address the dynamics and direction of these relationships in the development of teachers. / Prop??s-se, neste estudo, verificar a rela????o entre as percep????es de autoefic??cia docente e apoio social emocional de estudantes concluintes do Curso de Pedagogia e professores iniciantes na Educa????o Infantil ou nos anos iniciais do Ensino Fundamental. A autoefic??cia docente refere-se ?? confian??a do professor em suas pr??prias capacidades para desempenhar atividades docentes que associada ?? percep????o de apoio social pode favorecer a adapta????o do indiv??duo durante a transi????o para a doc??ncia. Entende-se que essa transi????o n??o ?? finalizada com a conclus??o da Gradua????o, porque ela se estende at?? os primeiros anos de atua????o docente. A amostra total foi de 281 participantes. O instrumento foi composto por tr??s partes: [1] Escala de Cren??as Docentes ??? vers??o curta, [2] Invent??rio de Apoio Emocional na Transi????o para a Doc??ncia (IAETD) e [3] Question??rio de Caracteriza????o dos Participantes. Os resultados obtidos por meio das an??lises fatoriais confirmat??rias indicaram evid??ncias de validade do instrumento e boa consist??ncia interna dos fatores. Os modelos mais ajustados apresentaram a autoefic??cia docente com tr??s fatores: efic??cia nas estrat??gias instrucionais (EEI), efic??cia no manejo em sala de aula (EMSA) e efic??cia no engajamento do aluno (EEA); e o apoio social emocional com dois fatores: apoio afetivo e apoio profissional. Verificou-se que a forma????o em institui????es p??blicas ou privadas n??o implica em distin????es nas percep????es de autoefic??cia docente e apoio social emocional para ambos os grupos. No entanto, quando relacionadas ao sexo, as mulheres apresentaram maior efic??cia no engajamento dos alunos que os homens de ambos os grupos. Entre os professores, aqueles sem P??s-Gradua????o demonstraram maior autoefic??cia para motivar os alunos que os professores com P??s-Gradua????o. Os professores com planos de permanecer na doc??ncia perceberam-se mais apoiados profissionalmente que aqueles com planos de mudar de profiss??o. Verificou-se tamb??m que quanto maior a idade dos professores menor a autoefic??cia para o manejo de sala de aula e menor a percep????o de apoio profissional. No grupo de estudantes, os que estavam trabalhando perceberam-se mais eficazes no manejo da sala de aula que os estudantes n??o trabalhadores. Por fim, as fracas rela????es entre as vari??veis de autoefic??cia docente e apoio social emocional em ambos os grupos refor??aram as perspectivas da multidimensionalidade desses fen??menos, sinalizando que outros fatores coadunam nessa rela????o durante a transi????o para a doc??ncia. Nessa linha, novos estudos podem abordar a din??mica e o sentido dessas rela????es no desenvolvimento do docente.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/2130 |
| Date | 04 December 2015 |
| Creators | Araujo, Leidiane Almeida |
| Contributors | Fukuda, Cl??udia Cristina |
| Publisher | Universidade Cat??lica de Bras??lia, Programa Strictu Sensu em Psicologia, UCB, Brasil, Escola de Sa??de e Medicina |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UCB, instname:Universidade Católica de Brasília, instacron:UCB |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -2840979069822080690, 500, 500, 600, -6392058866414562720, -240345818910352367 |
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