Self-efficacy and self-regulation to teach during Physical Education teachers' initiation

Abstract

Novice Physical Education teachers come across a lot of difficulties to cope with the demands of the beginning of teaching career, what can result in the withdrawal of the profession. In order to deal with those demands, future teachers must develop beliefs concerning to their self-regulatory capabilities. These beliefs enable a more effective control of future teachers' teaching practices. On this view, the Brazilian Institutional Scholarship Program of Initiation to Teaching (PIBID) is a real possibility for future teachers to develop beliefs about their self- regulatory capabilities. However, the contributions of PIBID for the development of the beliefs of capability to teach and for the self-regulation of the teaching practices of students who participate of the Program are not yet clear. Studies have shown that teachers engage in activities that they believe to be able to perform. Therefore, the referential of the teaching self-efficacy construct is an effective perspective to investigate how the teaching students who participate of the PIBID develop beliefs in their capacity to self-regulate their teaching practices. This study aims to investigate how the PIBID contributes to the development of self-efficacy beliefs of future teachers, regarding to self-regulation to teach. PIBID's scholarship holders teaching students who act in the area of Physical Education will participate of this research. The techniques for data collection will be the documentary source, through the analysis of projects and reflective portfolios produced by the participating students, as well as semi-structured interviews with them. It is expected, as results, to find contributions and information which allow the reflection on the initial and continuous training of teachers, in order to positively assist the constitution of the future teachers' beliefs to self-regulate their teaching. (AU)