Percepção da autoeficácia computacional docente dos professores da educação básica

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Standard

Percepção da autoeficácia computacional docente dos professores da educação básica. / Santos, Elis; Pischetola, Magda.

I: Educação em Foco, Bind 24, Nr. 44, 2021, s. 422.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Santos, E & Pischetola, M 2021, 'Percepção da autoeficácia computacional docente dos professores da educação básica', Educação em Foco, bind 24, nr. 44, s. 422. https://doi.org/10.36704/eef.v24i44.5887

APA

Santos, E., & Pischetola, M. (2021). Percepção da autoeficácia computacional docente dos professores da educação básica. Educação em Foco, 24(44), 422. https://doi.org/10.36704/eef.v24i44.5887

Vancouver

Santos E, Pischetola M. Percepção da autoeficácia computacional docente dos professores da educação básica. Educação em Foco. 2021;24(44):422. https://doi.org/10.36704/eef.v24i44.5887

Author

Santos, Elis ; Pischetola, Magda. / Percepção da autoeficácia computacional docente dos professores da educação básica. I: Educação em Foco. 2021 ; Bind 24, Nr. 44. s. 422.

Bibtex

@article{182d281c74724ecca30ab1bb8fb3ce29,

title = "Percep{\c c}{\~a}o da autoefic{\'a}cia computacional docente dos professores da educa{\c c}{\~a}o b{\'a}sica",

abstract = "The study proposes a different look at the insertion of digital technologies in the educational field, moving away from the technical perspective and approaching the perception of cultural artifacts immersed in the habits, customs and beliefs of teachers. Pedagogical beliefs work as filters of teachers' thoughts and actions, so this investigation aims to analyze the perception of self-efficacy beliefs that teachers have to teach using digital technologies. The qualitative research was carried out in 8 municipal schools in Rio de Janeiro, interviewing 64 teachers, during the period 2014-2019. The results showed that most teachers (63) used technologies in a personal scope, but when checking the school environment, this group decreased to 47. And only 17 of these managed to modify their pedagogical practices using ICT. It is concluded that the teaching computational self- efficacy does not represent a continuous trust, as it is influenced by several elements and is in constant transformation.",

keywords = "Self-efficacy, Teachers' beliefs, pedagogic beliefs, computational self-efficacy",

author = "Elis Santos and Magda Pischetola",

year = "2021",

doi = "https://doi.org/10.36704/eef.v24i44.5887",

language = "Portugisisk",

volume = "24",

pages = "422",

journal = "Educa{\c c}{\~a}o em Foco",

issn = "2317-0093",

number = "44",

}

RIS

TY - JOUR

T1 - Percepção da autoeficácia computacional docente dos professores da educação básica

AU - Santos, Elis

AU - Pischetola, Magda

PY - 2021

Y1 - 2021

N2 - The study proposes a different look at the insertion of digital technologies in the educational field, moving away from the technical perspective and approaching the perception of cultural artifacts immersed in the habits, customs and beliefs of teachers. Pedagogical beliefs work as filters of teachers' thoughts and actions, so this investigation aims to analyze the perception of self-efficacy beliefs that teachers have to teach using digital technologies. The qualitative research was carried out in 8 municipal schools in Rio de Janeiro, interviewing 64 teachers, during the period 2014-2019. The results showed that most teachers (63) used technologies in a personal scope, but when checking the school environment, this group decreased to 47. And only 17 of these managed to modify their pedagogical practices using ICT. It is concluded that the teaching computational self- efficacy does not represent a continuous trust, as it is influenced by several elements and is in constant transformation.

AB - The study proposes a different look at the insertion of digital technologies in the educational field, moving away from the technical perspective and approaching the perception of cultural artifacts immersed in the habits, customs and beliefs of teachers. Pedagogical beliefs work as filters of teachers' thoughts and actions, so this investigation aims to analyze the perception of self-efficacy beliefs that teachers have to teach using digital technologies. The qualitative research was carried out in 8 municipal schools in Rio de Janeiro, interviewing 64 teachers, during the period 2014-2019. The results showed that most teachers (63) used technologies in a personal scope, but when checking the school environment, this group decreased to 47. And only 17 of these managed to modify their pedagogical practices using ICT. It is concluded that the teaching computational self- efficacy does not represent a continuous trust, as it is influenced by several elements and is in constant transformation.

KW - Self-efficacy

KW - Teachers' beliefs

KW - pedagogic beliefs

KW - computational self-efficacy

U2 - https://doi.org/10.36704/eef.v24i44.5887

DO - https://doi.org/10.36704/eef.v24i44.5887

M3 - Tidsskriftartikel

VL - 24

SP - 422

JO - Educação em Foco

JF - Educação em Foco

SN - 2317-0093

IS - 44

ER -

ID: 318545271