Teaching self-efficacy in inclusive education and characteristics of the teaching context
Autoeficacia docente en educación inclusiva y características del contexto docente
Autoeficácia docente na educação inclusiva e características do contexto de ensino
| 2022 | |
|
self-efficacy school inclusion teacher autoeficacia educación inclusiva docente autoeficácia inclusão escolar docente |
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| Portugués | |
| Universidad Católica del Uruguay | |
| LIBERI | |
|
https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2436
https://hdl.handle.net/10895/3162 |
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| Acceso abierto |
| _version_ | 1815178696151007232 |
|---|---|
| author | Nina, Karla |
| author2 | Ramos, Edson Marcos Leal Soares Ravagnani, Luis Ricardo Britto, Gisele Maria Gomes Pontes, Fernando Augusto Ramos Silva, Simone Souza da Costa |
| author2_role | author author author author author |
| author_facet | Nina, Karla Ramos, Edson Marcos Leal Soares Ravagnani, Luis Ricardo Britto, Gisele Maria Gomes Pontes, Fernando Augusto Ramos Silva, Simone Souza da Costa |
| author_role | author |
| collection | LIBERI |
| dc.creator.none.fl_str_mv | Nina, Karla Ramos, Edson Marcos Leal Soares Ravagnani, Luis Ricardo Britto, Gisele Maria Gomes Pontes, Fernando Augusto Ramos Silva, Simone Souza da Costa |
| dc.date.accessioned.none.fl_str_mv | 2023-08-31T18:54:35Z |
| dc.date.available.none.fl_str_mv | 2023-08-31T18:54:35Z |
| dc.date.none.fl_str_mv | 2022-03-07 |
| dc.description.en-US.fl_txt_mv | The objective of this study was to describe the association of teachers' self-efficacy in inclusive educational practices with variables of the teaching context and teachers' characteristics. There were 193 teachers in basic education, 77.72 % female and 22.28 % male from private, confessional and public state schools located in the municipalities of Belém and Castanhal, Pará, Brazil. The instruments of characterization and the scale of effectiveness of teachers in inclusive educational practices were applied. The data analysis techniques were factorial analysis and correspondence analysis. Among the results found, associations between the investigated variables were verified, which suggests that when judging one's own capacity in inclusive educational practices, the teacher considers some factors present in the context and in his or her teaching path. It is hoped that this study can contribute to the stimulation of continued teacher education in the inclusive context. |
| dc.description.es-ES.fl_txt_mv | El objetivo de este estudio fue describir la asociación de la autoeficacia de los docentes en las prácticas educativas inclusivas con las variables del contexto de enseñanza y las características de los docentes. Participaron 193 docentes de educación básica, 77.72 % mujeres y 22.28 % hombres de escuelas privadas, confesionales y públicas estatales ubicadas en los municipios de Belém y Castanhal, Pará, Brasil. Se aplicaron instrumentos de caracterización y la escala de efectividad de los docentes en prácticas educativas inclusivas. Las técnicas de análisis de datos fueron análisis factorial y análisis de correspondencia. Entre los resultados encontrados, se verificaron asociaciones entre las variables investigadas lo que sugiere que, al juzgar su propia capacidad en prácticas educativas inclusivas, el docente considera algunos factores presentes en el contexto y en su trayectoria docente. Se espera que este estudio pueda contribuir a estimular la formación continua de los docentes en un contexto inclusivo. |
| dc.description.pt-PT.fl_txt_mv | O objetivo deste estudo foi descrever a associação da autoeficácia de professores em práticas educacionais inclusivas com variáveis do contexto de ensino e características dos docentes. Participaram 193 professores da educação básica, sendo 77,72 % do sexo feminino e 22,28 % do sexo masculino de escolas particulares, confessionais e públicas estaduais localizadas nos municípios de Belém e Castanhal, Pará, Brasil. Foram aplicados os instrumentos de caracterização e a escala de eficácia de professores em práticas educacionais inclusivas. As técnicas de análise de dados foram a análise fatorial e a análise de correspondência. Dentre os resultados encontrados, verificaram-se as associações entre as variáveis investigadas, o que sugere que ao julgar a própria capacidade em práticas educacionais inclusivas, o professor considera alguns fatores presentes no contexto e em sua trajetória docente. Espera-se que este estudo possa contribuir com o estímulo a formação continuada de professores no contexto inclusivo. |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2436 10.22235/cp.v16i1.2436 |
| dc.identifier.uri.none.fl_str_mv | https://hdl.handle.net/10895/3162 |
| dc.language.iso.none.fl_str_mv | por eng |
| dc.publisher.es-ES.fl_str_mv | Universidad Católica del Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2436/2512 https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2436/2513 |
| dc.rights.es-ES.fl_str_mv | Derechos de autor 2022 Universidad Católica del Uruguay http://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Ciencias Psicológicas; 2022, Volumen 16(1); e-2436 |
| dc.source.es-ES.fl_str_mv | Ciencias Psicológicas; 2022, Volumen 16(1); e-2436 |
| dc.source.none.fl_str_mv | 1688-4221 10.22235/cp.v16i1 reponame:LIBERI instname:Universidad Católica del Uruguay instacron:Universidad Católica del Uruguay |
| dc.source.pt-PT.fl_str_mv | Ciencias Psicológicas; 2022, Volumen 16(1); e-2436 |
| dc.subject.en-US.fl_str_mv | self-efficacy school inclusion teacher |
| dc.subject.es-ES.fl_str_mv | autoeficacia educación inclusiva docente |
| dc.subject.pt-PT.fl_str_mv | autoeficácia inclusão escolar docente |
| dc.title.none.fl_str_mv | Teaching self-efficacy in inclusive education and characteristics of the teaching context Autoeficacia docente en educación inclusiva y características del contexto docente Autoeficácia docente na educação inclusiva e características do contexto de ensino |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The objective of this study was to describe the association of teachers' self-efficacy in inclusive educational practices with variables of the teaching context and teachers' characteristics. There were 193 teachers in basic education, 77.72 % female and 22.28 % male from private, confessional and public state schools located in the municipalities of Belém and Castanhal, Pará, Brazil. The instruments of characterization and the scale of effectiveness of teachers in inclusive educational practices were applied. The data analysis techniques were factorial analysis and correspondence analysis. Among the results found, associations between the investigated variables were verified, which suggests that when judging one's own capacity in inclusive educational practices, the teacher considers some factors present in the context and in his or her teaching path. It is hoped that this study can contribute to the stimulation of continued teacher education in the inclusive context. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LIBERI_81e7c7ee781d263b7f293ccbc1d18a0b |
| identifier_str_mv | 10.22235/cp.v16i1.2436 |
| instacron_str | Universidad Católica del Uruguay |
| institution | Universidad Católica del Uruguay |
| instname_str | Universidad Católica del Uruguay |
| language | por eng |
| network_acronym_str | LIBERI |
| network_name_str | LIBERI |
| oai_identifier_str | oai:liberi.ucu.edu.uy:10895/3162 |
| publishDate | 2022 |
| reponame_str | LIBERI |
| repository.mail.fl_str_mv | franco.pertusso@ucu.edu.uy |
| repository.name.fl_str_mv | LIBERI - Universidad Católica del Uruguay |
| repository_id_str | 10342 |
| rights_invalid_str_mv | Derechos de autor 2022 Universidad Católica del Uruguay http://creativecommons.org/licenses/by/4.0 |
| spelling | Nina, KarlaRamos, Edson Marcos Leal SoaresRavagnani, Luis RicardoBritto, Gisele Maria GomesPontes, Fernando Augusto RamosSilva, Simone Souza da Costa2022-03-072023-08-31T18:54:35Z2023-08-31T18:54:35Zhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/243610.22235/cp.v16i1.2436https://hdl.handle.net/10895/3162The objective of this study was to describe the association of teachers' self-efficacy in inclusive educational practices with variables of the teaching context and teachers' characteristics. There were 193 teachers in basic education, 77.72 % female and 22.28 % male from private, confessional and public state schools located in the municipalities of Belém and Castanhal, Pará, Brazil. The instruments of characterization and the scale of effectiveness of teachers in inclusive educational practices were applied. The data analysis techniques were factorial analysis and correspondence analysis. Among the results found, associations between the investigated variables were verified, which suggests that when judging one's own capacity in inclusive educational practices, the teacher considers some factors present in the context and in his or her teaching path. It is hoped that this study can contribute to the stimulation of continued teacher education in the inclusive context.El objetivo de este estudio fue describir la asociación de la autoeficacia de los docentes en las prácticas educativas inclusivas con las variables del contexto de enseñanza y las características de los docentes. Participaron 193 docentes de educación básica, 77.72 % mujeres y 22.28 % hombres de escuelas privadas, confesionales y públicas estatales ubicadas en los municipios de Belém y Castanhal, Pará, Brasil. Se aplicaron instrumentos de caracterización y la escala de efectividad de los docentes en prácticas educativas inclusivas. Las técnicas de análisis de datos fueron análisis factorial y análisis de correspondencia. Entre los resultados encontrados, se verificaron asociaciones entre las variables investigadas lo que sugiere que, al juzgar su propia capacidad en prácticas educativas inclusivas, el docente considera algunos factores presentes en el contexto y en su trayectoria docente. Se espera que este estudio pueda contribuir a estimular la formación continua de los docentes en un contexto inclusivo.O objetivo deste estudo foi descrever a associação da autoeficácia de professores em práticas educacionais inclusivas com variáveis do contexto de ensino e características dos docentes. Participaram 193 professores da educação básica, sendo 77,72 % do sexo feminino e 22,28 % do sexo masculino de escolas particulares, confessionais e públicas estaduais localizadas nos municípios de Belém e Castanhal, Pará, Brasil. Foram aplicados os instrumentos de caracterização e a escala de eficácia de professores em práticas educacionais inclusivas. As técnicas de análise de dados foram a análise fatorial e a análise de correspondência. Dentre os resultados encontrados, verificaram-se as associações entre as variáveis investigadas, o que sugere que ao julgar a própria capacidade em práticas educacionais inclusivas, o professor considera alguns fatores presentes no contexto e em sua trajetória docente. Espera-se que este estudo possa contribuir com o estímulo a formação continuada de professores no contexto inclusivo.application/pdfapplication/pdfporengUniversidad Católica del Uruguayhttps://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2436/2512https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2436/2513Derechos de autor 2022 Universidad Católica del Uruguayhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCiencias Psicológicas; 2022, Volumen 16(1); e-2436Ciencias Psicológicas; 2022, Volumen 16(1); e-2436Ciencias Psicológicas; 2022, Volumen 16(1); e-24361688-422110.22235/cp.v16i1reponame:LIBERIinstname:Universidad Católica del Uruguayinstacron:Universidad Católica del Uruguayself-efficacyschool inclusionteacherautoeficaciaeducación inclusivadocenteautoeficáciainclusão escolardocenteTeaching self-efficacy in inclusive education and characteristics of the teaching contextAutoeficacia docente en educación inclusiva y características del contexto docenteAutoeficácia docente na educação inclusiva e características do contexto de ensinoinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion10895/31622023-08-31 15:54:35.776oai:liberi.ucu.edu.uy:10895/3162Universidadhttps://www.ucu.edu.uy/https://liberi.ucu.edu.uy/oai/requestfranco.pertusso@ucu.edu.uyUruguayopendoar:103422023-08-31T18:54:35LIBERI - Universidad Católica del Uruguayfalse |
| spellingShingle | Teaching self-efficacy in inclusive education and characteristics of the teaching context Nina, Karla self-efficacy school inclusion teacher autoeficacia educación inclusiva docente autoeficácia inclusão escolar docente |
| status_str | publishedVersion |
| title | Teaching self-efficacy in inclusive education and characteristics of the teaching context |
| title_full | Teaching self-efficacy in inclusive education and characteristics of the teaching context |
| title_fullStr | Teaching self-efficacy in inclusive education and characteristics of the teaching context |
| title_full_unstemmed | Teaching self-efficacy in inclusive education and characteristics of the teaching context |
| title_short | Teaching self-efficacy in inclusive education and characteristics of the teaching context |
| title_sort | Teaching self-efficacy in inclusive education and characteristics of the teaching context |
| topic | self-efficacy school inclusion teacher autoeficacia educación inclusiva docente autoeficácia inclusão escolar docente |
| url | https://revistas.ucu.edu.uy/index.php/cienciaspsicologicas/article/view/2436 https://hdl.handle.net/10895/3162 |
