Resumo

SANTOS, Elis Renata de Britto. SOURCES OF TEACHING COMPUTATIONAL SELF-EFFICACY AS A PATH TO PEDAGOGICAL INNOVATION. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2021, vol.30, n.64, pp.241-264.  Epub 19-Mar-2022. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2021.v30.n64.p241-264.

The article proposes a study on the relationship between teaching computational self-efficacy and the use of digital technologies in teaching. Based on Albert Bandura’s teachings on self-efficacy beliefs, this investigation aims to analyze how the sources of teaching computational self-efficacy can contribute to strengthen the confidence of the Primary Education teacher. The qualitative research was carried out between 2014 and 2016 in 8 municipal schools in Rio de Janeiro, interviewing 64 teachers. The results indicated that the sources of direct experience, vicarious experience, and social persuasion were the most significant in strengthening the belief in self-efficacy. On the other hand, emotional states perceived as anxiety and doubt have weakened teachers’ self-efficacy. In conclusion, the sources of information appear to be a meaningful path for pedagogical innovation, while exploring the disruptive potential of technology.

Palavras-chave : teacher computer self-efficacy; cultural artifact; pedagogical innovation.

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