Autoeficácia docente e acesso a recursos no ensino remoto emergencial: escalas psicométricas
Keywords:
autoeficácia, professores universitários, validação estatísticaAbstract
A autoeficácia dos professores e o acesso aos recursos podem influenciar a transição do ensino presencial para o ensino remoto emergencial. Este estudo tem como objetivo construir e verificar evidências de validade das escalas de Autoeficiência e Acesso a Recursos de Professores do Ensino Superior que passarão na transição das salas de aula presenciais para as salas de aula remotas. As escalas são construídas a partir do conceito de autoeficácia docente e são passíveis de validação e julgamento semântico. A coleta de dados foi realizada remotamente e participaram 135 professores. Foram realizadas análises descritivas, exploratórias e confirmatórias. As escalas apresentam cargas fatoriais acima de 0,4, bons índices de consistência interna e indicadores de ajuste, mostrando-se satisfatórias, válidas e confiáveis. Este estudo amplia o conhecimento para respeitar a transição do ensino presencial para o ensino remoto, e tem implicações práticas que podem auxiliar no planejamento e desenvolvimento de atividades educativas.
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