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Revista da Educação Física / UEM

versão impressa ISSN 0103-3948versão On-line ISSN 1983-3083

Resumo

COSTA FILHO, Roraima Alves da  e  IAOCHITE, Roberto Tadeu. TEACHING EXPERIENCES IN SUPERVISED PRACTICUM AND SELF-EFFICACY TO TEACH PHYSICAL EDUCATION IN SCHOOL. Rev. educ. fis. UEM [online]. 2015, vol.26, n.2, pp.201-211. ISSN 0103-3948.  http://dx.doi.org/10.4025/reveducfis.v26i2.24762.

The teaching experiences that future teachers go through during the supervised practicum play an important role in their training. However, the ways these experiences can affect the student teachers' self-efficacy are still not well known. The aim of this study is to identify the teaching experiences that a group of student teachers recognized as responsible for the construction of their personal efficacy beliefs, though the analysis of the portfolios they produced while attending the supervised practicum. This analysis revealed that these students have perceived themselves able to teach Physical Education after the practicum period. The experiences of regency and social persuasion were the most mentioned sources. The knowledge about the beliefs related to teaching - particularly self-efficacy beliefs - can encourage student teachers to reflect about their own teaching abilities and about the skills and strategies they must develop face to the challenges of teaching.

Palavras-chave : Teaching Practice; Self-efficacy; Physical Education.

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