Autoeficacia docente en educación inclusiva y características del contexto docente

Autores/as

DOI:

https://doi.org/10.22235/cp.v16i1.2436

Palabras clave:

autoeficacia, educación inclusiva, docente

Resumen

El objetivo de este estudio fue describir la asociación de la autoeficacia de los docentes en las prácticas educativas inclusivas con las variables del contexto de enseñanza y las características de los docentes. Participaron 193 docentes de educación básica, 77.72 % mujeres y 22.28 % hombres de escuelas privadas, confesionales y públicas estatales ubicadas en los municipios de Belém y Castanhal, Pará, Brasil. Se aplicaron instrumentos de caracterización y la escala de efectividad de los docentes en prácticas educativas inclusivas. Las técnicas de análisis de datos fueron análisis factorial y análisis de correspondencia. Entre los resultados encontrados, se verificaron asociaciones entre las variables investigadas lo que sugiere que, al juzgar su propia capacidad en prácticas educativas inclusivas, el docente considera algunos factores presentes en el contexto y en su trayectoria docente. Se espera que este estudio pueda contribuir a estimular la formación continua de los docentes en un contexto inclusivo.

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Publicado

2022-03-07

Cómo citar

Nina, K., Ramos, E. M. L. S. ., Ravagnani, L. R. ., Britto, G. M. G. ., Pontes, F. A. R. ., & Silva, S. S. da C. (2022). Autoeficacia docente en educación inclusiva y características del contexto docente. Ciencias Psicológicas, 16(1), e–2436. https://doi.org/10.22235/cp.v16i1.2436

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