Abstract

ALVARENGA, Cacilda Encarnação Augusto  and  AZZI, Roberta Gurgel. Relações significantes entre a autoeficácia computacional docente e variáveis pessoais e contextuais: um estudo com professores brasileiros. Educ. Form. Tecnol. [online]. 2013, vol.06, n.02, pp.50-67. ISSN 1646-933X.

The study investigated the relationship between teacher computing self efficiency and personal and context variables of 253 Brazilian High School teachers. Teacher computer self-efficiency belief can be understood as the teacher´s belief in their capability to use Information and Communication Technologies (ICT) in the teaching and learning of their students or to integrate computer technologies into teaching. Data were collected through a questionnaire to characterize the participant and their teaching activity and a Likert scale. The items of the scale investigate the teacher's perception in their capability to situations or tasks related to the use technologies into teaching. Data were statistically analyzed. Significant relationship between the investigated construct and personal and context variables were identified, confirming thus the importance of investigating them to understand the teacher computing self-efficiency. The personal and context variables which were more significantly related to beliefs (p <0.001) were: gender, time after getting the Bachelor’s degree, time of teaching experience, time that have computer at home, frequency of computer use for personal and teaching purposes, skills to use the computer, preparation and motivation to use Information and Communication Technologies in teaching. The knowledge of the significant relationships between self-efficiency beliefs of the teacher to teach with technologies and the personal and context variables allows us to identify important elements to be considered to the integration of ICT into teaching.

Keywords : Self‐Efficiency; Teachers; Technologies in Teaching.

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