DOI:
https://doi.org/10.14483/23464712.18590Publicado:
2022-06-15Relação Das Crenças De Autoeficácia Com As Emoções, Estratégias De Enfrentamento E Inteligência Emocional Na Formação Inicial De Professores
Relationship Of Self-Efficacy Beliefs With Emotions, Coping Strategies And Emotional Intelligence In Initial Teacher Education
Relación De Las Creencias De Autoeficacia Con Las Emociones, Estrategias De Afrontamiento E Inteligencia Emocional En La Formación Inicial Del Profesorado
Palabras clave:
COVID-19, Creencias de autoeficacia, Pandemia, Practica docente (es).Palabras clave:
COVID-19, Compulsory Supervised Internship, Self-efficacy beliefs, Pandemic (en).Palabras clave:
COVID-19, Estágio Supervisionado Obrigatório, Crenças de Autoeficácia, Pandemia (pt).Descargas
Resumen (pt)
A transição do ensino online durante o bloqueio escolar provocado pelo COVID-19 suscitou desafios para formação inicial de professores, em especial nas disciplinas de práticas pedagógicas. A literatura existente sobre o impacto da pandemia no setor educação é predominantemente descritiva e focada nas dificuldades enfrentadas pelos professores durante o processo de transferência para o ensino online, principalmente no setor de ensino superior, no entanto poucos trabalhos versam sobre as crenças de autoeficácia na formação inicial docente. Considerando o cenário imposto, o objetivo da pesquisa foi avaliar os níveis de autoeficácia, emoções, estratégias de enfrentamento e inteligência emocional em uma amostra de estudantes universitários, e como esses elementos se relaciona as crenças de autoeficácia desse grupo. A amostra foi composta por vinte estudantes matriculados na disciplina de estágio supervisionado obrigatório. Foram realizadas análises descritivas, correlações bivariadas e regressão multivariada. A análise de correlação bivariada mostrou relação inversa significativa entre autoeficácia e raiva, ansiedade, autocrítica e atenção emocional. Além disso, foi encontrada uma correlação direta entre a autoeficácia, a emoção do prazer e as estratégias de reestruturação cognitiva. A análise de regressão multivariada mostrou que as emoções dos professores em formação (prazer, raiva, ansiedade), estratégias de enfrentamento (autocrítica e reestruturação cognitiva) e a inteligência emocional (atenção emocional) foram significativamente relacionados à variável dependente. Em conclusão, este trabalho pode contribuir para um melhor entendimento dos fatores relacionados à percepção geral da crença de autoeficácia em estudantes matriculados nos estágios supervisionados obrigatórios.
Resumen (en)
The transition from online teaching during the school lock-in caused by COVID-19 has raised challenges for initial teacher education, particularly in pedagogical practices subjects. Current literature on the impact of the pandemic in the education sector is predominantly descriptive and focused on the difficulties faced by teachers, during the transfer process to online teaching, especially in higher education, but few works address self-efficacy beliefs in initial teacher education. Considering this context, the main objective of this research was to evaluate the levels of self-efficacy, emotions, coping strategies, and emotional intelligence in a sample of college students and how these elements relate to self-efficacy beliefs in this group. The sample was composed of twenty students enrolled in the mandatory supervised internship course. Descriptive analyses, bivariate correlations, and multivariate regression were performed. Bivariate correlation analysis shows an inverse relationship between self-efficacy and anger, anxiety, self-criticism, and emotional attention. In addition, it presents a correlation between self-efficacy, pleasure emotion, and cognitive restructuring strategies. Multivariate regression analysis showed that trainee teachers' emotions (pleasure, anger, anxiety), coping strategies (self-criticism and cognitive restructuring), and emotional intelligence (emotional attention) were significantly related to the dependent variable. In conclusion, this work may contribute to a better understanding of the overall perception of self-efficacy beliefs in students enrolled in mandatory supervised internships.
Resumen (es)
La transición de la enseñanza en línea durante el encierro escolar provocado por el COVID-19 ha planteado retos para la formación inicial del profesorado, especialmente en las asignaturas de práctica pedagógica. La literatura existente sobre el impacto de la pandemia en el sector educativo es predominantemente descriptiva y se centra en las dificultades a las que se enfrentan los profesores durante el proceso de transferencia a la enseñanza en línea, especialmente en el sector de la educación superior. Sin embargo, pocos trabajos abordan las creencias de autoeficacia en la formación inicial del profesorado. Teniendo en cuenta el escenario impuesto, el objetivo de la investigación fue evaluar los niveles de autoeficacia, las emociones, las estrategias de afrontamiento y la inteligencia emocional en una muestra de estudiantes universitarios, y cómo estos elementos se relacionan con las creencias de autoeficacia en este grupo. La muestra estaba compuesta por veinte estudiantes matriculados en la materia de práctica docente. Se realizaron análisis descriptivos, correlaciones bivariadas y regresión multivariada. El análisis de correlación bivariada mostró una relación inversa significativa entre la autoeficacia, la ira, la ansiedad, la autocrítica y la atención emocional. Además, se encontró una correlación directa entre la emoción de placer de autoeficacia y las estrategias de reestructuración cognitiva. El análisis de regresión multivariada mostró que las emociones de los profesores en prácticas (placer, ira, ansiedad), las estrategias de afrontamiento (autocrítica y reestructuración cognitiva) y la inteligencia emocional (atención emocional) estaban significativamente relacionadas con la variable dependiente. En conclusión, este trabajo contribuye a una mejor comprensión de los factores relacionados con la percepción global de la creencia de autoeficacia en los estudiantes matriculados en prácticas supervisadas obligatorias.
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