<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782019000100255</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n48.8058</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A ação pedagógica e a autoeficácia docente no ensino superior]]></article-title>
<article-title xml:lang="en"><![CDATA[The pedagogical action and teacher self-efficacy in higher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leonardo]]></surname>
<given-names><![CDATA[Fátima Cristina Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Murgo]]></surname>
<given-names><![CDATA[Camélia Santina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sena]]></surname>
<given-names><![CDATA[Bárbara Cristina Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste Paulista  ]]></institution>
<addr-line><![CDATA[Presidente Prudente SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Oeste Paulista Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Presidente Prudente SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Oeste Paulista  ]]></institution>
<addr-line><![CDATA[Presidente Prudente SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<numero>48</numero>
<fpage>255</fpage>
<lpage>272</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782019000100255&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782019000100255&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782019000100255&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo teve como objetivo compreender a percepção de autoeficácia de professores em suas práticas pedagógicas. Participaram nove docentes, de ambos os sexos, com idade entre 28 e 63 anos, de uma universidade particular do estado de São Paulo. Para a coleta de dados foram realizados encontros de grupo focal. A primeira categoria de análise mostrou que os professores identificam a interferência das três fontes de formação de crenças preconizadas pela literatura. Mencionam que tanto as aprendizagens vicárias quanto as experiências pessoais em sala de aula, bem como o feedback que recebem dos superiores, pares e dos próprios alunos, atuam como fontes de formação das suas crenças de autoeficácia. Já a segunda categoria revelou que os professores associam suas práticas pedagógicas a suas crenças de autoeficácia. Novos estudos são recomendados para que a compreensão acerca dos impactos da autoeficácia na ação docente seja mais bem dimensionada e, com isso, possam ser viabilizadas práticas pedagógicas exitosas na educação superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study aimed to understand the perception of teachers&#8217; 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="en"><![CDATA[Teaching Action]]></kwd>
<kwd lng="en"><![CDATA[Self-Efficacy]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AZZI]]></surname>
<given-names><![CDATA[R.G.]]></given-names>
</name>
<name>
<surname><![CDATA[POLYDORO]]></surname>
<given-names><![CDATA[S.A.J.]]></given-names>
</name>
<name>
<surname><![CDATA[BZUNECK]]></surname>
<given-names><![CDATA[J.A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Considerações sobre a Auto-eficácia Docente]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[AZZI]]></surname>
<given-names><![CDATA[R.G.]]></given-names>
</name>
<name>
<surname><![CDATA[POLYDORO]]></surname>
<given-names><![CDATA[S.A.J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Auto-eficácia em diferentes contextos]]></source>
<year>2006</year>
<page-range>149-59</page-range><publisher-loc><![CDATA[Campinas, SP ]]></publisher-loc>
<publisher-name><![CDATA[Editora Alínea]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BAILEY]]></surname>
<given-names><![CDATA[J. G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academics&#8217; Motivation and Self&#8208;efficacy for Teaching and Research]]></article-title>
<source><![CDATA[Higher Education Research &amp; Development]]></source>
<year>1999</year>
<volume>18</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>343-59</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANDURA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Self-efficacy: the exercise of control]]></source>
<year>1997</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[W. H. Freeman]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANDURA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Social foundations of thought and action: a social cognitive theory]]></source>
<year>1986</year>
<publisher-loc><![CDATA[New Jersey ]]></publisher-loc>
<publisher-name><![CDATA[Prentice- Hall Inc., Englewood Cliffs]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BANDURA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Regulation of cognitive processes through perceived self-efficacy]]></article-title>
<source><![CDATA[Developmental Psychology]]></source>
<year>1989</year>
<volume>25</volume>
<page-range>729-35</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BARDIN]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Análise de conteúdo]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Portugal; Edições 70]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERNARDINI]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Estudo correlacional sobre autoeficácia e Burnout no trabalho docente no ensino superior]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Presidente Prudente ]]></publisher-loc>
<publisher-name><![CDATA[Universidade do Oeste Paulista]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BZUNECK]]></surname>
<given-names><![CDATA[J. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Crenças de auto-eficácia de professoras do primeiro grau e sua relação com variáveis de predição e de contexto]]></article-title>
<source><![CDATA[Arquivos Brasileiros de Psicologia]]></source>
<year>1996</year>
<volume>48</volume>
<page-range>67-89</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BZUNECK]]></surname>
<given-names><![CDATA[J. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A motivação do aluno: aspectos introdutórios]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BORUCHOVITCH]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[BZUNECK]]></surname>
<given-names><![CDATA[J. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Motivação do aluno]]></source>
<year>2002</year>
<page-range>9-36</page-range><publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[IAOCHITE]]></surname>
<given-names><![CDATA[R. T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Crenças de eficácia docente e suas origens]]></article-title>
<source><![CDATA[Psicol. Ensino &amp; Form]]></source>
<year>2014</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>81-102</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[IAOCHITE]]></surname>
<given-names><![CDATA[R. T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Autoeficácia no campo educacional: revisão das publicações em periódicos brasileiros]]></article-title>
<source><![CDATA[Psicol. Esc. Educ.]]></source>
<year>2016</year>
<volume>20</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>45-54</page-range><publisher-loc><![CDATA[Maringá ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KAGAN]]></surname>
<given-names><![CDATA[D. M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Professional growth among preservice and beginning teachers]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>1992</year>
<volume>62</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>129-69</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MONTEIRO]]></surname>
<given-names><![CDATA[A. C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A crença da autoeficácia no contexto da avaliação psicopedagógica - um estudo de caso]]></article-title>
<source><![CDATA[Revista PsicoFAE: Pluralidades em Saúde Mental]]></source>
<year>2016</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>61-74</page-range><publisher-loc><![CDATA[[S.l.] ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MORGAN]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
<name>
<surname><![CDATA[KRUEGER]]></surname>
<given-names><![CDATA[R. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[When to use focus groups and why]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MORGAN]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Sage focus editions, v.156. Successful focus groups: Advancing the state of the art (pp. 3-19)]]></source>
<year>1993</year>
<publisher-loc><![CDATA[Thousand Oaks, CA, US ]]></publisher-loc>
<publisher-name><![CDATA[Sage Publications, Inc]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NAVARRO]]></surname>
<given-names><![CDATA[L. P]]></given-names>
</name>
</person-group>
<source><![CDATA[As Crenças de Auto-eficácia Docente do Professorado Universitário]]></source>
<year>2005</year>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NUNES]]></surname>
<given-names><![CDATA[M. F. O]]></given-names>
</name>
</person-group>
<source><![CDATA[Escala de fontes de eficácia percebida: aplicação a jovens em escolha profissional]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Itatiba, SP ]]></publisher-loc>
<publisher-name><![CDATA[Universidade de São Francisco]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NUNES]]></surname>
<given-names><![CDATA[M. F. O]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Funcionamento e desenvolvimento das crenças de auto-eficácia: uma revisão]]></article-title>
<source><![CDATA[Revista Brasileira de Orientação Profissional]]></source>
<year>2008</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>29-42</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PAJARES]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<source><![CDATA[Overview of social cognitive theory and of self-efficacy. Social Cognitive Theory]]></source>
<year>2002</year>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PAJARES]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Role of self-efficacy beliefs in the mathematical problem-solving of gifted students]]></article-title>
<source><![CDATA[Contemporary Educational Psychology]]></source>
<year>1996</year>
<volume>21</volume>
<page-range>325-44</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PAJARES]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[OLAZ]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teoria social cognitiva e autoeficácia: Uma visão geral]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[BANDURA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[AZZI]]></surname>
<given-names><![CDATA[R. G.]]></given-names>
</name>
<name>
<surname><![CDATA[POLYDORO]]></surname>
<given-names><![CDATA[S. A. J]]></given-names>
</name>
</person-group>
<source><![CDATA[Teoria Social Cognitiva: conceitos básicos]]></source>
<year>2008</year>
<edition>1</edition>
<page-range>97-114</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RAMOS]]></surname>
<given-names><![CDATA[M. F. H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Caracterização das Pesquisas sobre Eficácia Coletiva Docente na Perspectiva da Teoria Social Cognitiva]]></article-title>
<source><![CDATA[Psic.: Teor. e Pesq.]]></source>
<year>2016</year>
<volume>32</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>91-9</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RAMOS]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fontes de autoeficácia docente de universitários de educação física]]></article-title>
<source><![CDATA[J. Phys. Educ.]]></source>
<year>2017</year>
<volume>28</volume>
<publisher-loc><![CDATA[Maringá ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHUNK]]></surname>
<given-names><![CDATA[D.H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-Efficacy and Academic Motivation]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year>1991</year>
<volume>26</volume>
<numero>3/4</numero>
<issue>3/4</issue>
<page-range>207-31</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHAUGHNESSY]]></surname>
<given-names><![CDATA[M. F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An interview with Anita Woolfolk: the educational psychology of teacher efficacy]]></article-title>
<source><![CDATA[Educational Psychology Review]]></source>
<year>2004</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>153-76</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[THOONEN]]></surname>
<given-names><![CDATA[E. E. J.]]></given-names>
</name>
<name>
<surname><![CDATA[SLEEGERS]]></surname>
<given-names><![CDATA[P. J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[PEETSMA]]></surname>
<given-names><![CDATA[T. T. D.]]></given-names>
</name>
<name>
<surname><![CDATA[OORT]]></surname>
<given-names><![CDATA[F. J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Can Teachers Motivate Students to Learn?]]></article-title>
<source><![CDATA[Educational Studies]]></source>
<year>2011</year>
<volume>37</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>345-60</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TSCHANNEN-MORAN]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[WOOLFOLK HOY]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[HOY]]></surname>
<given-names><![CDATA[W. K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher efficacy: its meaning and measure]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>1998</year>
<volume>68</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>202-48</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
