INFLUÊNCIA DO AFETO POSITIVO, AUTOEFICÁCIA E SATISFAÇÃO NO ENTUSIASMO DOS ESTUDANTES DURANTE O ESTÁGIO CURRICULAR SUPERVISIONADO

Autores

DOI:

https://doi.org/10.31639/rbpfp.v15i34.712
Abstract views: 165 / PDF downloads: 131

Palavras-chave:

Formação Docente, Emoções, Ensino e Aprendizagem

Resumo

Este trabalho investigou a interação entre as experiências afetivas positivas, crenças de autoeficácia e satisfação dos estudantes para explicar seu nível de entusiasmo após o estágio curricular supervisionado. A amostra consistiu em 63 estudantes de licenciatura em Ciências Biológicas. Os resultados revelaram correlações positivas e significativas entre o afeto positivo e a autoeficácia, satisfação no trabalho e entusiasmo dos estudantes. Além disso, a autoeficácia foi positivamente relacionada à satisfação no trabalho e ao entusiasmo. No entanto, a correlação entre satisfação no trabalho e entusiasmo não foi estatisticamente significativa. Estudos anteriores ressaltam a importância do afeto positivo, autoeficácia e satisfação no contexto do estágio curricular supervisionado para o bem-estar e desempenho dos estudantes. Promover experiências afetivas positivas durante o estágio pode aumentar a autoeficácia, satisfação e entusiasmo dos estudantes, preparando-os para a carreira docente. Os resultados sugerem a importância de criar um ambiente de estágio favorável e emocionalmente positivos.

Downloads

Não há dados estatísticos.
 PlumX Metrics

Referências

ALHEBAISHI, Safaa Mohammad. Investigation of EFL Student Teachers’ Emotional Responses to Affective Situations during Practicum. European Journal of Educational Research, v. 8, n. 4, p. 1201-1215, 2019. DOI: https://doi.org/10.12973/eu-jer.8.4.1201

ALOE, Ariel M.; AMO, Laura C.; SHANAHAN, Michele E. Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational psychology review, v. 26, p. 101-126, 2014. DOI: https://doi.org/10.1007/s10648-013-9244-0

ASSAI, Natany Dayani de Souza; BROIETTI, Fabiele Cristiane Dias; ARRUDA, Sergio de Mello. O estágio supervisionado na formação inicial de professores: estado da arte das pesquisas nacionais da área de ensino de ciências. Educação em Revista, v. 34, 2018. DOI: https://doi.org/10.1590/0102-4698203517

BANDURA, Albert et al. Self‐efficacy beliefs as shapers of children’s aspirations and career trajectories. Child development, v. 72, n. 1, p. 187-206, 2001. DOI: https://doi.org/10.1111/1467-8624.00273

BANDURA, Albert. Self-efficacy: toward a unifying theory of behavioral change. Psychological review, v. 84, n. 2, p. 191, 1977. DOI: https://doi.org/10.1037//0033-295X.84.2.191

BANDURA, Albert. The explanatory and predictive scope of self-efficacy theory. Journal of social and clinical psychology, v. 4, n. 3, p. 359-373, 1986. DOI: https://doi.org/10.1521/jscp.1986.4.3.359

BURIĆ, Irena; MOE, Angelica. What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction. Teaching and teacher education, v. 89, p. 103008, 2020. DOI: https://doi.org/10.1016/j.tate.2019.103008

CHEN, Junjun. Efficacious and positive teachers achieve more: Examining the relationship between teacher efficacy, emotions, and their practicum performance. The Asia-Pacific Education Researcher, v. 28, p. 327-337, 2019. DOI: https://doi.org/10.1007/s40299-018-0427-9

DU PLESSIS, E. C.; MARAIS, Petro. Emotional experiences of student teachers during teaching practice: A case study at Unisa. Progressio, v. 35, n. 1, p. 208-224, 2013.

FREDRICKS, Jennifer A.; BLUMENFELD, Phyllis C.; PARIS, Alison H. School engagement: Potential of the concept, state of the evidence. Review of educational research, v. 74, n. 1, p. 59-109, 2004. DOI: https://doi.org/10.3102/00346543074001059

FREDRICKSON, Barbara L. The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American psychologist, v. 56, n. 3, p. 218, 2001. DOI: https://doi.org/10.1037//0003-066X.56.3.218

GARCÍA-LÁZARO, Irene; COLÁS-BRAVO, María Pilar; CONDE-JIMÉNEZ, Jesús. The Impact of Perceived Self-Efficacy and Satisfaction on Preservice Teachers’ Well-Being during the Practicum Experience. Sustainability, v. 14, n. 16, p. 10185, 2022. DOI: https://doi.org/10.3390/su141610185

HARGREAVES, Andy. Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and teacher education, v. 16, n. 8, p. 811-826, 2000. DOI: https://doi.org/10.1016/S0742-051X(00)00028-7

HONG, Ji Y. Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and teacher Education, v. 26, n. 8, p. 1530-1543, 2010. DOI: https://doi.org/10.1016/j.tate.2010.06.003

JUDGE, Timothy A. et al. The job satisfaction–job performance relationship: A qualitative and quantitative review. Psychological bulletin, v. 127, n. 3, p. 376, 2001. DOI: https://doi.org/10.1037//0033-2909.127.3.376

JUDGE, Timothy A.; BONO, Joyce E. Relationship of core self-evaluations traits—self-esteem, generalized self-efficacy, locus of control, and emotional stability—with job satisfaction and job performance: A meta-analysis. Journal of applied Psychology, v. 86, n. 1, p. 80, 2001. DOI: https://doi.org/10.1037//0021-9010.86.1.80

KELLER, Melanie M. et al. Teacher enthusiasm: Reviewing and redefining a complex construct. Educational Psychology Review, v. 28, p. 743-769, 2016. DOI: https://doi.org/10.1007/s10648-015-9354-y

KELLER, Melanie; NEUMANN, Knut; FISCHER, Hans E. Teacher enthusiasm and student learning. International guide to student achievement, p. 247-250, 2013.

KUNTER, Mareike et al. Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and instruction, v. 18, n. 5, p. 468-482, 2008. DOI: https://doi.org/10.1016/j.learninstruc.2008.06.008

KUNTER, Mareike et al. Teacher enthusiasm: Dimensionality and context specificity. Contemporary educational psychology, v. 36, n. 4, p. 289-301, 2011.

KUNTER, Mareike et al. Teacher enthusiasm: Dimensionality and context specificity. Contemporary educational psychology, v. 36, n. 4, p. 289-301, 2011. DOI: https://doi.org/10.1016/j.cedpsych.2011.07.001

LINNENBRINK-GARCIA, Lisa; PEKRUN, Reinhard. Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, v. 36, n. 1, p. 1-3, 2011. DOI: https://doi.org/10.1016/j.cedpsych.2010.11.004

LIU, Yongmei; XU, Jun; WEITZ, Barton A. The role of emotional expression and mentoring in internship learning. Academy of Management Learning & Education, v. 10, n. 1, p. 94-110, 2011. DOI: https://doi.org/10.5465/amle.10.1.zqr94

LOVE, Jonathon et al. JASP: Graphical statistical software for common statistical designs. Journal of Statistical Software, v. 88, p. 1-17, 2019. DOI: https://doi.org/10.18637/jss.v088.i02

LYUBOMIRSKY, Sonja; KING, Laura; DIENER, Ed. The benefits of frequent positive affect: Does happiness lead to success?. Psychological bulletin, v. 131, n. 6, p. 803, 2005. DOI: https://doi.org/10.1037/0033-2909.131.6.803

MENA, Juanjo; PEINADO, Cristina; HERNÁNDEZ, Inmaculada. Pre-service Teachers’ Self-efficacy Beliefs on Their Role as Teachers During the Practicum. In: Teacher Education as an Ongoing Professional Trajectory: Implications for Policy and Practice. Cham: Springer International Publishing, 2023. p. 71-96. DOI: https://doi.org/10.1007/978-3-031-28620-9_4

MENEZES, João Paulo C. Relação Das Crenças De Autoeficácia Com As Emoções, Estratégias De Enfrentamento E Inteligência Emocional Na Formação Inicial De Professores. Góndola, Enseñanza y Aprendizaje de las Ciencias, v. 17, n. 2, 2022. DOI: https://doi.org/10.14483/23464712.18590

MICHOS, Konstantinos et al. Examining the relationship between internship experiences, teaching enthusiasm, and teacher self-efficacy when using a mobile portfolio app. Teaching and Teacher Education, v. 109, p. 103570, 2022. DOI: https://doi.org/10.1016/j.tate.2021.103570

ROSA, Jeâni Kelle Landre; WEIGERT, Célia; SOUZA, Ana Cristina Gonçalves de Abreu. Formação docente: reflexões sobre o estágio curricular. Ciência & educação, v. 18, n. 03, p. 675-688, 2012. DOI: https://doi.org/10.1590/S1516-73132012000300012

SCHWARZER, Ralf; SCHMITZ, Gerdamarie S.; DAYTNER, Gary T. The teacher self-efficacy scale. 1999.

SELIGMAN, Martin EP. Flourish: A visionary new understanding of happiness and well-being. Simon and Schuster, 2011.

SKAALVIK, Einar M.; SKAALVIK, Sidsel. Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, v. 67, p. 152-160, 2017. DOI: https://doi.org/10.1016/j.tate.2017.06.006

SKAALVIK, Einar M.; SKAALVIK, Sidsel. Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological reports, v. 114, n. 1, p. 68-77, 2014. DOI: https://doi.org/10.2466/14.02.PR0.114k14w0

TROESCH, Larissa Maria; BAUER, Catherine Eve. Second career teachers: Job satisfaction, job stress, and the role of self-efficacy. Teaching and Teacher Education, v. 67, p. 389-398, 2017. DOI: https://doi.org/10.1016/j.tate.2017.07.006

TSCHANNEN-MORAN, Megan; HOY, Anita Woolfolk. Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, v. 17, n. 7, p. 783-805, 2001. DOI: https://doi.org/10.1016/S0742-051X(01)00036-1

WATSON, David; CLARK, Lee Anna; TELLEGEN, Auke. Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of personality and social psychology, v. 54, n. 6, p. 1063, 1988. DOI: https://doi.org/10.1037//0022-3514.54.6.1063

YOON, Iksang; KIM, Minjung. Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction. Teaching and Teacher Education, v. 109, p. 103565, 2022. DOI: https://doi.org/10.1016/j.tate.2021.103565

Downloads

Publicado

2024-02-09

Como Citar

MENEZES, J. P. C. INFLUÊNCIA DO AFETO POSITIVO, AUTOEFICÁCIA E SATISFAÇÃO NO ENTUSIASMO DOS ESTUDANTES DURANTE O ESTÁGIO CURRICULAR SUPERVISIONADO. Formação Docente – Revista Brasileira de Pesquisa sobre Formação de Professores, [S. l.], v. 15, n. 34, p. 111–124, 2024. DOI: 10.31639/rbpfp.v15i34.712. Disponível em: https://revformacaodocente.com.br/index.php/rbpfp/article/view/712. Acesso em: 13 jul. 2024.