Caminhos para promoção da autoeficácia docente: programa de intervenção com professores da educação infantil

Abstract

This study is linked to research line 2: Training and action of the teaching professional and educational practices and to the research group: Construction of subjectivity processes in the school context, of the Postgraduate Program in Education at the Universidade do Oeste Paulista (Unoeste). Since self-efficacy is the basis of motivation and influences human behavior, it can have implications for teaching, especially when the training process requires the adoption of innovative teaching methods. Acting as a determinant of persistence and achievement of objectives, evidence shows an association between self-efficacy, personal fulfillment and well-being at work. With this in mind, this study aims to develop and verify the feasibility of a program to promote self-efficacy among early childhood education teachers in a public school in a municipality in the western region of the state of São Paulo. The research was divided into two articles. In the first, a scoping review was carried out on national publications that addressed the theme of teacher self-efficacy applied to understanding the work dynamics of early childhood education teachers. It was concluded that, based on the studies surveyed and analyzed, there is a direct influence of self-efficacy beliefs in relation to the interpretation of capacity that teachers make about their teaching activities and their performance in the classroom, and that there is a gap in research aimed at this audience. In the second study, a feasibility study was carried out on an intervention program in which 20 kindergarten teachers took part, 18 women and 2 men, aged between 31 and 60. The program lasted five meetings and covered the following topics: mastery experiences, social persuasion, somatic and emotional states and vicarious experiences and their effects in the classroom. In order to analyze feasibility, a sociodemographic questionnaire was applied and meeting monitoring forms were used to check the suitability of the activities that made up the meetings, assessing satisfaction, understanding and generalization of content for the participants and a meeting monitoring form completed by the researcher. The results showed that there was adherence/acceptability, understanding, generalization of the content of the meetings and satisfaction with the program and the group coordinator by the participants. Among the adjustments needed, the duration and number of meetings should be increased from 1:30 to 2 hours, and the number of meetings extended from 5 to 8 in order to reach and work through all the details needed for the topics covered. It is hoped that this research will contribute to new ways of promoting teacher self-efficacy, intervening and making changes for this group of people who play such an important role in students' lives, but who do not have as much support or support networks.