Strength and sources of self-efficacy beliefs by physical education student teachers

Strength and sources of self-efficacy beliefs by physical education student teachers

Authors

  • Roberto Tadeu Iaochite Department of Education, IB/UNESP State University of Sao Paulo, Rio Claro, SP
  • Samuel Souza Neto Department of Education, IB/UNESP State University of Sao Paulo, Rio Claro, SP

DOI:

https://doi.org/10.5016/6712

Keywords:

Self-efficacy. Teacher training. Physical education.

Abstract

In the teaching domain, self-efficacy (SE) is related to teachers’ judgment about their own ability to achieve learning outcomes and student engagement. SE is formed by four sources of information: mastery experiences, vicarious experiences, social persuasion, and psychophysiological states. We measured and analyzed SE and its sources for teaching physical education. Student teachers (n = 114) from three universities responded to two Likert scales – Physical Education Teacher Self-Efficacy Scale and Teacher Self-Efficacy Scale Sources – and a social demographic questionnaire. SE for teaching was classified as moderate, and vicarious experiences and social persuasion were the main sources of information. Results were discussed for future researches related to teaching practices in undergraduate programs as well as in-service teacher training.

Author Biographies

Roberto Tadeu Iaochite, Department of Education, IB/UNESP State University of Sao Paulo, Rio Claro, SP

Degree in Physical Education from Sao paulo State University (1994), Master of Science in Sciences of Motricity from Sao paulo State University (1999) and Ph.D. in Education from State University of Campinas (2007). Training Research in Teacher Education at the Institute of Education, University of Minho, Portugal (2011) and in the Department of Kinesiology - University of Maryland, USA (2012). Currently is Assistant Professor in the Department of Education, Sao Paulo State University, Rio Claro campus. Researcher at NEPEF / Unesp and NEAPSI / Unicamp investigating the construct of self-efficacy / social cognitive theory related to teacher education and career development in Physical Education.

Samuel Souza Neto, Department of Education, IB/UNESP State University of Sao Paulo, Rio Claro, SP

Bachelor's at Educação Física from Pontificio Instituto das Missões (1977), bachelor's at Pedagogia from Pontificio Instituto das Missões (1980), bachelor's at Letras from Universidade Estadual Paulista Júlio de Mesquita Filho (1980), master's at Education from Universidade Federal de São Carlos (1992) and doctorate at Education from Universidade de São Paulo (1999). He is currently professor efetivo - depto educação at Universidade Estadual Paulista Júlio de Mesquita Filho. Has experience in Education, acting on the following subjects: formação profissional, educação física, educação, currículo and educaçao física.

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Published

2014-06-26

Issue

V. 20, N. 2 (2014)

Section

Original Articles

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