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Ambientes educativos inovadores : os índices de sentido de autoeficácia dos professores utilizadores
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A escola vem buscando inúmeras formas de trazer para a sala de aula práticas
educativas inovadoras que, contando com a incorporação consistente das tecnologias digitais,
desenvolvam nos estudantes as competências requeridas para o século XXI. Nessa
perspectiva, iniciativas recentes como a criação do Future Classroom Lab, ou dos Ambientes
Educativos Inovadores, ganham maior visibilidade e importância. Este estudo, de natureza
quantitativa, reconhece a primordialidade da conjugação harmoniosa do Espaço, da
Pedagogia e da Tecnologia para gerar mudanças educativas significativas, bem como, o papel
do professor frente a estas transformações, sendo sua percepção de autoeficácia docente um
denominador poderoso para tal. Assim, esta pesquisa objetivou identificar quais são os
índices de sentido de autoeficácia percebidos pelos professores que estão à frente de projetos
inovadores e criação/ utilização de ambientes pedagogicamente mais eficientes, como os
Ambientes Educativos Inovadores, e quais as relações que se podem estabelecer entre a
autoeficácia dos professores, o uso destes ambientes e o uso das tecnologias. A recolha de
dados foi feita através de questionário online, unificando três escalas: a versão traduzida da
Teacher’s Sense of Efficacy Scale – (Tschannen‐Moran & Hoy, 2001); a Escala de
autoeficácia no uso de ambientes educativos inovadores; a Escala de autoeficácia no uso das
tecnologias (N. Pedro, 2011). Participaram desta investigação, 55 professores de escolas de
ensino básico e secundário de Portugal, que utilizavam regularmente os Ambientes
Educativos Inovadores. Os resultados constataram que os professores inquiridos se
autopercepcionam com índices elevados de autoeficácia com relação a sua atuação docente,
sendo mais confiantes com relação às estratégias instrucionais que empregam. Quanto a sua
atuação docente especificamente voltada para o uso dos Ambientes Educativos Inovadores, o
índice também foi elevado e percebem-se mais eficazes nas tarefas ligadas a mediação da
aprendizagem junto aos estudantes, especialmente quanto ao uso das tecnologias.
Relativamente ao uso das tecnologias em sala de aula, os professores inquiridos apresentaram
um índice moderado de autoeficácia. Correlações estatisticamente significativas, positivas e
fortes foram encontradas entre a autoeficácia docente e a autoeficácia no uso dos ambientes
educativos inovadores.
The school has been looking for numerous ways to bring innovative educational practices to the classroom that, with the consistent incorporation of digital technologies, develop in students the skills required for the 21st century. In this perspective, recent initiatives such as the creation of the Future Classroom Lab or Innovative Educational Environments gain greater visibility and importance. This quantitative study, confirms the primordial importance of the harmonious combination of Space, Pedagogy, and Technology to generate significant educational changes, as well as the teacher's role in the face of these transformations, and their perception of teacher self-efficacy being a powerful denominator for this. Thus, this research aimed to identify the indices of sense of self-efficacy perceived by teachers who are ahead of innovative projects and creation/use of more pedagogically efficient environments, like the Innovative Educational Environments, and what relationships can be established between teachers' self-efficacy, these learning spaces, and the use of technologies. Data collection was done through an online questionnaire, unifying three scales, namely: the translated version of the Teacher's Sense of Efficacy Scale – (Tschannen-Moran & Hoy, 2001); the Self-efficacy Scale in the use of Innovative Educational Environments and the Self-efficacy Scale in the use of technologies (N. Pedro, 2011). 55 teachers from primary and secondary schools in Portugal, who regularly used Innovative Educational Environments, participated in this research. The results found that the teachers surveyed have high levels of self-efficacy about their teaching performance, being more confident about the instructional strategies they employ. As for their teaching performance specifically focused on the use of Innovative Educational Environments, the index was also high and they perceive themselves as more effective in tasks related to the mediation of learning with students, especially regarding the use of technologies. Regarding the use of technologies in the classroom, the teachers surveyed have a moderate self-efficacy index. Statistically significant, positive, and strong correlations were found between teacher self-efficacy and self-efficacy in the use of innovative educational environments.
The school has been looking for numerous ways to bring innovative educational practices to the classroom that, with the consistent incorporation of digital technologies, develop in students the skills required for the 21st century. In this perspective, recent initiatives such as the creation of the Future Classroom Lab or Innovative Educational Environments gain greater visibility and importance. This quantitative study, confirms the primordial importance of the harmonious combination of Space, Pedagogy, and Technology to generate significant educational changes, as well as the teacher's role in the face of these transformations, and their perception of teacher self-efficacy being a powerful denominator for this. Thus, this research aimed to identify the indices of sense of self-efficacy perceived by teachers who are ahead of innovative projects and creation/use of more pedagogically efficient environments, like the Innovative Educational Environments, and what relationships can be established between teachers' self-efficacy, these learning spaces, and the use of technologies. Data collection was done through an online questionnaire, unifying three scales, namely: the translated version of the Teacher's Sense of Efficacy Scale – (Tschannen-Moran & Hoy, 2001); the Self-efficacy Scale in the use of Innovative Educational Environments and the Self-efficacy Scale in the use of technologies (N. Pedro, 2011). 55 teachers from primary and secondary schools in Portugal, who regularly used Innovative Educational Environments, participated in this research. The results found that the teachers surveyed have high levels of self-efficacy about their teaching performance, being more confident about the instructional strategies they employ. As for their teaching performance specifically focused on the use of Innovative Educational Environments, the index was also high and they perceive themselves as more effective in tasks related to the mediation of learning with students, especially regarding the use of technologies. Regarding the use of technologies in the classroom, the teachers surveyed have a moderate self-efficacy index. Statistically significant, positive, and strong correlations were found between teacher self-efficacy and self-efficacy in the use of innovative educational environments.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade de Educação e Tecnologias Digitais), 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Ambiente educativo Auto-eficácia Tecnologias digitais Eficácia dos professores Dissertações de mestrado - 2023