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Autoeficácia dos professores do 1º ciclo para as práticas inclusivas com alunos que apresentem necessidades específicas
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Abstract(s)
A presente investigação tem como principal objetivo identificar nas trajetórias
profissionais dos professores (ex.: anos de serviço, formação, experiência em NE) os
preditores dos níveis de autoeficácia para as práticas inclusivas. Pretendemos assim,
oferecer um importante contributo à comunidade científica sobre a relação entre a
trajetória profissional dos professores e a influência que estas podem ter sobre a adoção,
ou não, de práticas inclusivas em salas de aula regulares com alunos que apresentem NE.
Participaram 50 professores do 1º ciclo em Portugal. Os resultados demonstram que os
professores mais velhos se percecionam como mais autoeficazes para a adoção de práticas
inclusivas e que o principal preditor de autoeficácia docente é a qualidade da formação
recebida. São discutidas implicações com particular relevância na formação inicial e
contínua dos professores dos professores.
The main aim of this research is to identify the predictors of self-efficacy levels for inclusive practices in teachers' professional trajectories (e.g. years of service, training, experience in SEN). In this way, we aim to make an important contribution to the scientific community on the relationship between teachers’ professional trajectories and the influence they can have on the adoption, or not, of inclusive practices in mainstream classrooms with pupils with SEN. Fifty elementary school teachers in Portugal took part. The results show that older teachers consider themselves more self-effective in adopting inclusive practices and that the main factor predicting teacher self-efficacy is the quality of the trainig received. The implications are discussed, with particular relevance to the initial and ongoing teacher training.
The main aim of this research is to identify the predictors of self-efficacy levels for inclusive practices in teachers' professional trajectories (e.g. years of service, training, experience in SEN). In this way, we aim to make an important contribution to the scientific community on the relationship between teachers’ professional trajectories and the influence they can have on the adoption, or not, of inclusive practices in mainstream classrooms with pupils with SEN. Fifty elementary school teachers in Portugal took part. The results show that older teachers consider themselves more self-effective in adopting inclusive practices and that the main factor predicting teacher self-efficacy is the quality of the trainig received. The implications are discussed, with particular relevance to the initial and ongoing teacher training.
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Keywords
Autoeficácia Professores Educação inclusiva Necessidades específicas