Teacher self-efficacy and Special Education: national and international knowledge production review with emphasis in teacher education

Authors

  • Bárbara Amaral Martins Universidade Federal do Mato Grosso do Sul, Pioneiros, Mato Grosso do Sul
  • Miguel Claudio Moriel Chacon Universidade Estadual Paulista "Julio de Mesquita Filho", São Paulo, São Paulo

DOI:

https://doi.org/10.5902/1984686X35883

Keywords:

Teacher self-efficacy, Teacher education, Special Education.

Abstract

The teacher has a fundamental role in the inclusive education realization, being essential, knowledge, motivation and resources. In the motivational context, the importance of teacher self-efficacy, understood as the teacher's judgment about his professional capacities, is emphasized. If a teacher has doubts about his/her teaching abilities, he/she tends to visualize a failure scenario that negatively influences his/her effort and dedication, evidencing  the importance of high self-efficacy levels, especially in the work with students Special Education public. Therefore, it is important to seek strategies that strengthen it, so that teacher education can be an alternative. This study objective is to verify the knowledge production about teacher self-efficacy in the Special Education context in Brazil and abroad, and to analyze the researches that investigated the education effects on teachers' self-efficacy for school inclusion of students with disabilities, pervasive developmental disorders or giftedness. Articles, theses and dissertations collected from six national and international databases were systematically reviewed, totaling 74 works that relate to self-efficacy and Special Education, five of which are Brazilian. The analysis was based on the reading of the works, elaboration of tables and descriptive statistics. Of the total, 12 researches involving teacher education were qualitatively analyzed and demonstrated that education can increase teacher self-efficacy levels, so that this probability is enhanced by the link between theory and successful practice. It emphasizes the vicarious experiences potentiality in teacher education as one of the main self-efficacy sources.

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Author Biographies

Bárbara Amaral Martins, Universidade Federal do Mato Grosso do Sul, Pioneiros, Mato Grosso do Sul

Mestre e Doutora em Educação pela Universidade Estadual Paulista "Julio de Mesquita Filho", Campus de Marília, com doutorado sanduíche na Universidade do Minho, Portugal. Docente do curso de Pedagogia da Universidade Federal do Mato Grosso do Sul, Campus do Pantanal.

Miguel Claudio Moriel Chacon, Universidade Estadual Paulista "Julio de Mesquita Filho", São Paulo, São Paulo

Mestre em Educação pela Universidade Estadual de Campinas. Doutor em Educação Brasileira pela Universidade Estadual Paulista "Júlio de Mesquita Filho" com doutorado sanduíche no Instituto de Ciências Humanas e Sociais - Université Rene Descartes, Paris V, Sorbonne. Pós-Doutor em Educação pela Universidade Federal de Santa Maria. Professor assistente doutor do Departamento de Educação Especial e do Programa de Pós-Graduação em Educação da Faculdade de Filosofia e Ciências - UNESP, Campus de Marília.

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Published

2019-07-03

How to Cite

Martins, B. A., & Chacon, M. C. M. (2019). Teacher self-efficacy and Special Education: national and international knowledge production review with emphasis in teacher education. Special Education Magazine, 32, e70/ 1–22. https://doi.org/10.5902/1984686X35883

Issue

Revista Educação Especial, v. 32, 2019 – Publicação Contínua

Section

Revisão de literatura/Estudo teórico

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We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

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