Resumen

LEONARDO, Fátima Cristina Luiz; MURGO, Camélia Santina  y  SENA, Bárbara Cristina Soares. The pedagogical action and teacher self-efficacy in higher education. Eccos Rev. Cient. [online]. 2019, n.48, pp.255-272.  Epub 02-Jul-2019. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n48.8058.

This study aimed to understand the perception of teachers’ self-efficacy in their pedagogical practices. Nine teachers of both sexes, aged between 28 and 63, participated in a private university in the state of São Paulo. Focal group meetings were held to collect data. The first category of analysis showed that teachers identify the interference of the three sources of belief formation advocated in the literature. They mention that both vicarious learning and personal experiences in the classroom, as well as the feedback they receive from superiors, peers, and the students themselves, act as sources of training for their self-efficacy beliefs. The second category, however, revealed that teachers associate their pedagogical practices with their beliefs of self-efficacy. New studies are recommended so that the understanding about the impacts of self-efficacy on teaching action is better sized and, with this, successful pedagogical practices in higher education can be made possible.

Palabras clave : Teaching Action; Self-Efficacy; Higher Education.

        · resumen en Portugués     · texto en Portugués     · Portugués ( pdf )