Construção e validação de uma escala de autoeficácia docente para o uso de metodologias ativas de ensino e aprendizagem na educação superior em saúde

Abstract

This study, funded by CAPES, is linked to research line 2 – Formation and action of the teaching professional and educational practices and, to the research group: Construction of the subjectivity processes in the school context of the Pos-graduation Stricto Sensu Program in Education from the Unoeste. The Teacher Self-efficacy (AED) beliefs have been linked to teaching ability, to well-being at work and to academic success. In the same direction, educational trends such as active methodologies (MAs) have been heavily used in higher education, given the positive impacts on academic and professional performance. Seeing that self-efficacy is better measured when taking into account the specific context in which it is required and, instruments that evaluate it in higher education mediated by MA’s are incipient, the present study aims to construct and study the internal structure of the Teacher Self-efficacy Scale for the use of Active Methodologies (EADOMA), subsequently to the search for validity evidence based on the relationship with external variables. Therefore, this dissertation was broken down into three articles, the first being result of an integrative review of the production on the use of active methodologies in Brazilian higher health education. The second described the construction processes, content validity, semantic analysis and the psychometric properties of EADOMA. The third sought validity evidences based on the relationship with external variables for the EADOMA, investigating possible correlations with burnout and well-being at work. Overall, the first study revealed that most of the literature (73.8%) comes from studies with low level of evidence on Problem-Based Learning (25.0%), published between 2016 and 2017 by public institutions researchers (78.6%), developed in Nursing and Medicine courses, without funding (71.4%). It is argued that MAs favor autonomy and critical-reflexive thinking to the student. However, traditional curricula and the precariousness in Brazilian higher education threaten this paradigm actualization. The second study, which submitted the EADOMA to the analysis of 6 judges after its construction from the literature, ruled out 11 items that did not obtain content validity coefficient greater than 0.80. In the pilot study for the semantic analysis of EADOMA, no adjustment needs were found, being started the stage of structure and internal consistency analysis, which had 317 Brazilian teachers from public and private institutions. The results showed that a single factor structure, composed by 32 items, obtained the best fit for the instrument, with factor loadings ranging from 0.41 to 0.78, giving a total of 51.37% of the explained variance. Finally, the third study with the same 317 teachers from de study 2, revealed that the teachers had present high self-efficacy, and the correlation analyzes from EADOMA with factors of the other instruments pointed significant positive correlations with positive affects, accomplishment/expressiveness and professional accomplishment and, significant negative correlations with negative affects and emotional exhaustion. The regression analyses indicated that the schooling negatively predicts AED and the use of MAs positively predicts. Given the results, it is possible to conclude that the instrument presented excellent psychometric qualities and its use is recommended for higher education teachers from various areas of knowledge. It is worth mentioning that research in education needs to increasingly acquire a transdisciplinary character, aiming to overcome the stigmas built in relation to psychometrics and quantitative studies so that an evidence-based education can be practiced.