Percepção da autoeficácia computacional docente dos professores da educação básica
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Percepção da autoeficácia computacional docente dos professores da educação básica. / Santos, Elis; Pischetola, Magda.
In: Educação em Foco, Vol. 24, No. 44, 2021, p. 422.Research output: Contribution to journal › Journal article › Research › peer-review
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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