Resumen

MATOS, Mayara da Mota  y  IAOCHITE, Roberto Tadeu. Teaching self-efficacy beliefs of Engineering graduate students: an exploratory study. Perspectiva [online]. 2017, vol.35, n.2, pp.615-637. ISSN 2175-795X.  https://doi.org/10.5007/2175-795X.2017v35n2p615.

The aim of this study was to measure selfefficacy beliefs for teaching from graduate students in public institutions of Engineering located in the South and Southeast of Brazil, as well as to relate these beliefs to personal and academic characteristics of the participants. Specifically, aimed to identifying which of these characteristics could be associated to selfefficacy beliefs for teaching. 340 Engineering graduate students responded to a sociodemographic questionnaire and the teacher selfefficacy scale. It was found that the selfefficacy beliefs were moderate-high, with higher scores in the dimension to mobilize students and mediate the teaching process, considering an average score of 4.46 on a scale of 6 points. Gender, teaching experience, intention to become teacher and sense of preparation were the variables with strong association to self-efficacy beliefs for teaching. Implications about creating opportunities to teaching during the graduate course were considered.

Palabras clave : Teaching Self-Efficacy; Graduate Students; Engineering.

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