O gênero e a experiência de ensino influenciam a autoeficácia dos futuros professores na utilização de mídias de aprendizagem baseadas em computador?
DOI:
https://doi.org/10.1590/S1678-4634202551279816enPalavras-chave:
Gênero, Experiência de ensino, Futuros professores, Autoeficácia, Mídia de aprendizagem baseada em computadorResumo
O desenvolvimento da tecnologia da informação e comunicação (TIC) na educação é muito rápido. Um dos desenvolvimentos é no campo da educação. A autoeficácia dos professores na utilização de mídias de aprendizagem baseadas em computador precisa ser levantada neste estudo porque, atualmente, a aprendizagem nas escolas de ensino fundamental é direcionada para a utilização da tecnologia da informação e comunicação (TIC), uma das quais é por meio de mídias de aprendizagem baseadas em computador. Esta pesquisa examinou a autoeficácia dos futuros professores do ensino fundamental na utilização de mídias baseadas em computador para apoiar a aprendizagem e as diferenças significativas com base no gênero e nas experiências de ensino. Esta pesquisa empregou uma abordagem descritiva quantitativa com um método de pesquisa on-line. O instrumento usado neste estudo foi adaptado do instrumento desenvolvido por Wang e Moore-Hayes. O instrumento consistia em 15 afirmações e foi desenvolvido usando uma escala Likert de 5 intervalos. Os participantes eram 50 futuros professores do ensino fundamental. Os dados coletados foram analisados usando a AFE e a AFC, estatísticas descritivas e o teste t de amostras independentes. Os resultados mostram que os futuros professores do ensino fundamental têm um alto nível de autoeficácia na utilização de mídia baseada em computador para apoiar a aprendizagem. Constatou-se que há diferenças estatisticamente significativas na autoeficácia dos futuros professores do ensino fundamental na utilização de mídia de aprendizagem baseada em computador com base no gênero e nas experiências de ensino.
Downloads
Referências
ABBITT, Jasson T. An investigation of the relationship between self-efficacy beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, Oxfordshire, v. 27, n. 4, p. 134-143, 2011.
ABBITT, Jasson T.; KLETT, Michell. Identifying influences on attitudes and self-Self confidenty beliefs towards technology integration among pre-service educators. Electronic Journal for the Integration of Technology in Education, Idaho, v. 6, n. 1, p. 28-42, 2007.
AL-AWIDI, Hamed Mubarak; ALGHAZO, Iman Mohammad. The effect of student teaching experience on preservice elementary teachers' self-efficacy beliefs for technology integration in the UAE. Educational Technology Research and Development, Boston, v. 60, n. 5, p. 923-941, 2012.
ALMEKHLAFI, Abdurrahman Ghaleb; ISMAIL, Sadiq Abdulwahed; AL-MEKHLAFY, Mohamed Hatem. Male and female language teachers' technology integration differences in elementary schools in the United Arab Emirates. International Journal of Research Studies in Educational Technology, Waynesville, v. 6, n. 1, p. 1-14, 2016.
BANDURA, Albert. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, Washington, DC, v. 84, n. 2, p. 191-215, 1977.
BANDURA, Albert. Social foundations of thought and action: A social cognitive theory. New Jersey: Prentice-Hall, 1986. (Prentice-Hall series in social learning theory).
BANDURA, Albert. Self-efficacy: the exercise of control. New York: W.H. Freeman, 1997.
BARMORE, Peggy. Teachers colleges struggle to blend technology into teacher training. The Hechinger Report, New York, 2015. Disponível em: https://hechingerreport.org/teachers-colleges-struggle-to-blend-technology-into-teacher-training/ Acesso em: 17 May 2023.
» https://hechingerreport.org/teachers-colleges-struggle-to-blend-technology-into-teacher-training/
BERTRAM, Victoria. et al. Promoting pre- and in-service teachers' digital competence by using reverse mentoring. Unterrichtswissenschaft, Weinheim, v. 51, n. 4, p. 559-577, 2023.
BROWN, Dina; WARSCHAUER, Mark. From the university to the elementary classroom: students' experiences in learning to integrate technology in instruction. Journal of Technology and Teacher Education, Waynesville, v. 14, n. 3, p. 599-622, 2006.
CANER, Mustafa; AYDIN, Sinan. Self efficacy beliefs of pre-service teachers on technology integration. Turkish Online Journal of Distance Education, Eskisehir, v. 22, n. 3, p. 76-96, 2021.
CARLBÄCK, John; WONG, Alex. A study on factors influencing acceptance of using mobile electronic identification applications in Sweden. 2018. Thesis (Undergraduate Thesis) - Jönköping International Business School, Jönköping, 2018.
CASSIDY, Simon; EACHUS, Peter. Developing the computer user self-efficacy (CUSE) scale: investigating the relationship between computer self-efficacy, gender and experience with computers. Journal of Educational Computing Research, Washington, DC, v. 26, n. 2, p. 133-153, 2002.
DURAK, Hatice Yildiz. Modeling of relations between K-12 teachers' TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments, Oxfordshire, v. 29, n. 7, p. 1136-1162, 2021.
FENG, Le; HE, Lie; DING, Jie. The association between perceived teacher support, students' ICT Self-efficacy, and online english academic engagement in the blended learning context. Sustainability, Basel, v. 15, n. 8, 2023.
GILES, Rebecca Mahon; KENT, Andrea M. An investigation of preservice teachers' self-efficacy for teaching with technology. Asian Education Studies, Singapore, v. 1, n. 1, p. 32, 2016.
GRAHAM, Charles R.; BORUP, Jered; SMITH, N. B. Using TPACK as a framework to understand teacher candidates' technology integration decisions. Journal of Computer Assisted Learning, Hoboken, v. 28, n. 6, p. 530-546, 2012.
HAIR, F. Joseph et al. Multivariate data Analysis. New Jersey: Pearson Prentice Hall, 2018.
HASLAMAN, Tülin; ATMAN USLU, Nilüfer; MUMCU, Filiz. Development and in-depth investigation of pre-service teachers' digital competencies based on DigCompEdu: a case study. Quality and Quantity, Heidelberg, v. 58, n. 1, p. 961-986, 2024.
HATLEVIK, Ove E.; BJARNØ, Vibeke. Examining the relationship between resilience to digital distractions, ICT self-efficacy, motivation, approaches to studying, and time spent on individual studies. Teaching and Teacher Education, Amsterdam, v. 102, p. 103326, 2021.
HE, Jun; FREEMAN, Lee A. Understanding the formation of general computer self-efficacy. Communications of the Association for Information Systems, Atlanta, v. 26, n. 1, p. 225-244, 2010.
HOLDEN, Heather; RADA, Roy. Understanding the influence of perceived usability and technology self-efficacy on teachers' technology acceptance. Journal of Research on Technology in Education, Oxfordshire, v. 43, n. 4, p. 343-367, 2011.
KALYAR, Masood Nawaz; AHMAD, Bashir; KALYAR, Hadiqa. Does teacher motivation lead to student motivation? The mediating role of teaching behavior. Voprosy Obrazovaniya / Educational Studies Moscow, Moscow, n. 3, p. 91-119, 2018.
KAYA, Çaglar; ALTINKURT, Yahya. Role of psychological and structural empowerment in the relationship between teachers' psychological capital and their levels of burnout. Egitim ve Bilim, Istanbul, v. 43, n. 193, p. 63-78, 2018.
KESER, Hafize; KARAOGLAN YILMAZ, Fatma Gizem; YILMAZ, Ramazan. TPACK Competencies and technology integration self-efficacy perceptions of pre-service teachers. I lkö g retim Online, Ankara, v. 14, n. 2, p. 1193-1207, 2015.
KHOLIFAH, Nur. et al. The role of teacher self-efficacy on the instructional quality in 21st century: A study on vocational teachers, Indonesia. International Journal of Evaluation and Research in Education, Bantul, v. 12, n. 2, p. 998-1006, 2023.
KHUSNIYAH, Tri Wardati et al. Pre-service primary school teachers' self-efficacy for teaching social studies: An Indonesian perspective. Issues in Educational Research, New South Wales, v. 33, n. 4, p. 1403-1420, 2023.
KIRSCHNER, Paul A.; DE BRUYCKERE, Pediro. The myths of the digital native and the multitasker. Teaching and Teacher Education, Amsterdam, v. 67, p. 135-142, 2017.
KLINE, Rex B. Principles and Practice of Structural Equation Modeling. 4. ed. New York: The Guilford Press, 2016.
KOEHLER, Matthew J.; MISHRA, Punya; CAIN, William. What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, London, v. 193, n. 3, p. 13-19, 2013.
KUSUMA, I Putu Indra. The role of gender in student teachers' technology integration in teaching English speaking skills during the Covid-19 pandemic. Knowledge Management and E-Learning, Hong Kong, v. 15, n. 3, p. 487-505, 2023.
LEE, Doo Young; RYU, Hokyoung. Learner acceptance of a multimedia-based learning system. International Journal of Human-Computer Interaction, Philadelphia, v. 29, n. 6, p. 419-437, 2013.
MALHOTRA, Naresh K. Marketing research: an applied orientation. Delhi: Pearson Education, 2020.
MALOSHONOK, Natalia. How the use of internet and multimedia technology in education correlates with student engagement. Voprosy Obrazovaniya: Educational Studies Moscow, Moscow, v. 2016, n. 4, p. 59-83, 2016.
MARNER, Anders. Digital media embedded in Swedish art education-A case study. Education Inquiry, Umeå, v. 4, n. 2, p. 355-373, 2013.
MOORE-HAYES, Coleen. Fall / automne 2011 technology integration preparedness and its influence on teacher. Canadian Journal of Learning and Technology, Alberta, v. 37, n. 3, p. 1-15, 2011.
ÖRTEGREN, Hans. Digital media added on to the subject of Art in secondary schools. Education Inquiry, Umeå, v. 5, n. 2, 2014.
REDECKER, Christine. European framework for the digital competence of educators: DigCompEdu Luxembourg, 2017.
SALTAN, Fatih; ARSLAN, Kürsat. A comparison of in-service and pre-service teachers' technological pedagogical content knowledge self-confidence. Cogent Education, Oxfordshire, v. 4, n. 1, 2017.
SEN, Senol. Modelling the relations between Turkish chemistry teachers' sense of efficacy and technological pedagogical content knowledge in context. Interactive Learning Environments, Oxfordshire, v. 30, n. 7, p. 1215-1228, 2022.
SETYAWAN, Theresia Yunia. Primary school pre-service teachers' technology self-efficacy in creating e-learning content using courselab 2.4. Jurnal Inovasi Teknologi Pendidikan, Sleman, v. 6, n. 2, p. 159-170, 2019. http://journal.uny.ac.id/index.php/jitp
» http://journal.uny.ac.id/index.php/jitp
SUN, Yan; STROBEL, Johannes; NEWBY, Timothy J. The impact of student teaching experience on pre-service teachers' readiness for technology integration: A mixed methods study with growth curve modeling. Educational Technology Research and Development, New York, v. 65, n. 3, p. 597-629, 2017.
SYUHADA, Siti et al. Predicting teachers' use of digital technology. International Journal of Evaluation and Research in Education (IJERE), Bantul, v. 12, n. 2, p. 555-562, 2023.
THOHIR, M. Anas; JUMADI, Jumadi; WARSONO, Warsono. Technological Pedagogical Content Knowledge (TPACK) of pre-service science teachers: A Delphi study. Journal of Research on Technology in Education, Oxfordshire, v. 54, n. 1, p. 127-142, 2022.
TSCHANNEN-MORAN, Megan; HOY, Anita Woolfolk. Teacher efficacy: capturing an elusive construct Teaching and Teacher Education, Washington, DC, v. 17, n. 7, p. 783-805, 2001.
WANG, Ling; ERTMER, Peggy A.; NEWBY, Timothy J. Increasing preservice teachers' self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, Oxfordshire, v. 36, n. 3, p. 231-250, 2004.
WU, Leon Yufeng; YAMANAKA, Akio. Exploring the effects of multimedia learning on pre-service teachers' perceived and actual learning performance: the use of embedded summarized texts in educational media. Educational Media International, Oxfordshire, v. 50, n. 4, p. 291-305, 2013.
ZIPKE, Marcy; INGLE, Jeanne Carey; MOOREHEAD, Tanya. The effects of modeling the use of technology with pre-service teachers. Computers in the Schools, New York, v. 36, n. 3, p. 205-221, 2019.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2025 Educação e Pesquisa
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
A publicação do artigo em Educação e Pesquisa implica, automaticamente, por parte do(s) autor(es) a cessão integral e exclusiva dos direitos autorais da primeira edição para a revista, sem quaisquer honorários.
Após a primeira publicação, os autores têm autorização para assumir contratos adicionais, independentes da revista, para a divulgação do trabalho por outros meios (ex.: repositório institucional ou capítulo de livro), desde que citada a fonte completa, com as referências da mesma autoria e dos dados da publicação original.
As ideias e opiniões expressas no artigo são de exclusiva responsabilidade do autor, não refletindo, necessariamente, as opiniões da revista.
