Palavras-chave
Como Citar
Resumo
O artigo apresenta o estado da arte acerca da eficácia coletiva de professores. Esse conceito deriva da teoria social cognitiva de Bandura, que considera as crenças de eficácia como as bases da agência humana, assim como descreve quatro fontes que sustentam seu desenvolvimento. As percepções de eficácia coletiva são definidas como os julgamentos dos professores de uma escola de que o seu conjunto dos professores é capaz de organizar e executar os cursos de ação exigidos para se conseguirem resultados positivos junto aos alunos. São relatados os modos pelos quais se pode mensurar esse constructo bem como as pesquisas sobre suas relações com desempenho dos alunos e com a autoeficácia individual dos professores. Por último, é mostrado como o desenvolvimento de eficácia coletiva tem um papel relevante, consideradas as condições do momento atual da escola brasileira.
Referências
BANDURA, A. Exercise of personal and collective efficacy in changing societies. In: BANDURA, A. Self-efficacy in changing societies. New Cork: Cambridge University Press, 1995. p. 1-45.
BANDURA, A. O exercício da agência humana pela eficácia coletiva. In: BANDURA, A.; AZZI, R. G.; POLYDORO S. A. G. Teoria social cognitiva: conceitos básicos. Porto Alegre: Artmed, 2008. p. 115-122.
BANDURA, A. Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, New Jersey, v. 28, p.117–148, 1993.
BANDURA, A. Self-efficacy: The exercise of control. New York: W.H. Freeman and Company, 1997.
BANDURA, A.; AZZI, R. G.; POLYDORO, S. A. J. Teoria social cognitiva: conceitos básicos. Porto Alegre: Artmed, 2008.
BORUCHOVITCH, E.; BZUNECK, J. A.; FONSECA, M. S. Educating young adolescents in Brazil. In: MERTENS, S. B.; ANFARA; V. A.; RONEY, K. (Ed.). An international look at educating young adolescents. Charlotte, NC : Information Age Publishing, 2009. p 315-346.
CHAN, D.W. General, collective and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong. Teaching and Teacher Education, New York, v.24, p.1057–1069, 2008.
CIANI, K. D.; SUMMERS, J. J.; EASTER, M. A. A ‘‘top-down’’ analysis of high school teacher motivation. Contemporary Educational Psychology, Maryland, v.33, p. 533–560, 2008.
CRONBACH, L. J. Fundamentos da testagem psicológica. 5. ed. Porto Alegre: Artes Médicas, 1996.
FIVES, H.; ALEXANDER, P. A. How schools shape teacher efficacy and commitment another piece in the achievement puzzle. In: MCINERNEY, D. M.; VAN ETTEN, S. Big theories revisited: research on sociocultural influences on motivation and learning. Greenwich: Information Age Publishing, 2004. p. 329-359. (v. 4).
GIBSON, C. B. The efficacy advantage: Factors related to the formation of group efficacy. Journal of Applied Social Psychology, Oxford, v. 33, p.2153–2186, 2003.
GODDARD, R. A theoretical and empirical analysis of the measurement of collective efficacy: the development of a short form. Educational and Psychological Measurement, Virginia, v. 62, p. 97-110, 2002.
GODDARD, R. Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, Arlington, v. 93, p. 467–476, 2001.
GODDARD, R. D.; GODDARD, Y. L. A multilevel analysis of teacher and collective efficacy. Teaching and Teacher Education, v.17, p.807–818, 2001.
GODDARD, R. D.; HOY, W. K.; WOOLFOLK HOY, A. Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, Washington, v. 33, p.3–13, 2004.
GODDARD, R. D.; HOY, W. K.; WOOLFOLK HOY, A. Collective teacher efficacy: its meaning, measure, and effect on student achievement. American Education Research Journal, v.37, n.2, p.479–507, 2000.
GODDARD, R. D.; LoGERFO, L.; HOY, W. K. High school accountability: The role of collective efficacy. Educational Policy, Boston, v. 18, p. 403–425, 2004.
GODDARD, R. D.; SKRLA, L. The Influence of School Social Composition on Teachers’ Collective Efficacy Beliefs. Educational Administration Quarterly, Austin, v. 42; p. 216-235, 2006.
GOOD, T. L.; BROPHY, J. E. School effects. In: WITTROCK, M. C. (Ed.) Handbook of research on teaching. 3nd ed. New York: McMillan, 1986. p. 570-602.
HOY, W. K.; SWEETLAND, S. R.; SMITH, P. A. oward an organizational model of achievement in high school: The significance of collective efficacy. Educational Administration Quarterly, Austin, v.38, p.77–93, 2002.
LEITHWOOD, K.; JANTZI, D. Linking leadership to student learning: the contributions of leader efficacy. Educational Administration Quarterly, Austin, v. 44, n. 4 p. 496-528, 2008.
McCASLIN, M.; GOOD, T. L. The informal curriculum. In: BERLINER, D. C.; CALFEE, R. C. (Ed.) Handbook of educational psychology. New York: Simon & Schuster MacMillan, 1996. p. 622-670.
PARKER, K.; HANNAH, E.; TOPPING, K. J. Collective teacher efficacy, pupil attainment and socio-economic status in primary school. Improving Schools, Edinburgh, v. 9, p.111-129, 2006.
SKAALVIK, E. M.; SKAALVIK, S. Dimensions of teacher self-efficacy and relations with strain factors, perceived colletive teacher efficacy, and teacher burnout. Journal of Educational Psychology, Arlington, v. 99, n. 3, p. 611-625, 2007.
STAJKOVIC, A. D.; LEE, D.; NYBERG, A. J. Collective efficacy, group potency, and group performance: meta-analyses of their relationships, and test of a mediation model. Journal of Applied Psychology, Michigan, v. 94, n.3, p.814–828, 2009.
TSCHANNEN-MORAN, M.; HOY, A. W. Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, New York, v. 17, p. 783-805, 2001.
WOOLFOLK HOY, A.; DAVIS, H. A. Teacher self-efficacy and its influence on the achievement of adolescents. In: PAJARES, F.; URDAN, T. (Ed.). Self efficacy beliefs of adolescents. Greenwich, Cnn.: Information Age Publ., 2006. p.117-137.
A ETD - Educação Temática Digital utiliza a licença do Creative Commons (CC), preservando assim, a integridade dos artigos em ambiente de acesso aberto.
Downloads
