As crenças de autoeficácia dos professores de música

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

2011

RESUMO

The current work aimed to investigate the music teachers¿ self-efficacy belief to teach in school related to demographic variables and context. The theoretical framework is based on social cognitive perspective, specifically on Bandura s self-efficacy theory. The survey has shown to be the most appropriate method to conduct this research. A self-administered questionnaire published on the internet was used as the data collection tool. This questionnaire was composed of questions about personal information and 21 items in 5-point Likert s scale. The scale items were grouped in five dimensions of music teacher self-efficacy belief to teach in school context: a) teach music; b) manage students behavior; c) motivate students; d) consider the students diversity; and e) cope with changes and challenges. This tool was called Music Teacher s Self- Efficacy Scale. The sample consisted of 148 teachers and trainees working on school teaching curricular music classes. Methodology was split into two phases. Phase 1 aimed testing the research design, following these stages: a) development of the scale to investigate music teachers self-efficacy belief; b) a pilot study to check the reliability of the measurement tool; and c) its layout and logistics via internet. In phase 2 data collection and data analysis were performed. For data analysis we used descriptive statistics and inferential statistics. The results showed that teachers usually gave high and medium indexes in all self-efficacy belief dimensions. The dimensions showing the lowest self-efficacy scores were: manage students behavior and motivate student. This result suggests that music teachers have lower self-efficacy belief when dealing with dimensions related to interpersonal relationship (teacher-student). Furthermore, it has been learned that the greater the age and work experience of the teacher, the higher is the average score in the dealing with managing students behavior dimension. This research intends to contribute with the music education field providing a theoretic-methodological perspective to help understanding the music teachers¿ self-efficacy belief.

ASSUNTO(S)

teacher education formação de professores : música motivation motivação : música self-efficacy belief educação básica music education educação musical autoeficácia school

ACESSO AO ARTIGO

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