|Published online: August 15, 2014||$US10.00|
Self-efficacy belief is a construct of Social Cognitive Theory introduced by Albert Bandura. Teacher’s perceived self-efficacy to use Information and Communication Technologies (ICT) in teaching can influence their behavior for integrating them into classes. Self-efficacy beliefs are constructed from four principal sources of information: mastery experiences, vicarious experiences, verbal or social persuasion and physiological and affective states from which people partly judge their capableness, strength, and vulnerability. This study aimed to identify the sources that 241 Brazilian High School teachers in public schools perceive as contributing to the construction of their self-efficacy beliefs regarding using ICT in teaching. Data were collected in person and involved participants answering a “Likert” scale that investigated the sources of self-efficacy to use the computer in teaching. Data were statistically analyzed using descriptive and inferential techniques. Vicarious experience was the most perceived source by teachers as a constituent of their computer self-efficacy to teach, followed by social persuasion and mastery experience. The results allow us to reflect about factors that contribute to the construction of teacher’s self-efficacy to use ICT in teaching. These factors may also help to create strategies for more effective integration of technologies with pedagogical practice.
This study is a part of a PhD thesis conducted by the first author with financial support from São Paulo Research Foundation (FAPESP), (Process: 08/58645-9).
|Keywords:||Sources of Self-efficacy, Information and Communication Technologies in Teaching, Teachers|
Postdoctoral Researcher, Groupe d’Étude sur l’Education Scientifique, Technologique et Professionnelle, ESPE Aix-Marseille Université, Aix en Provence, France
Professor, Department of Educational Psychology, Faculty of Education, University of Campinas, Campinas, São Paulo, Brazil