Teacher self-efficacy in novice Cuban teachers: a mixed study.
DOI:
https://doi.org/10.21703/rexe.v25i.3447Keywords:
teacher self-efficacy; teacher professional development; professional competencies; university professors; novice teachers.Abstract
The study conducted aimed to characterize the self-efficacy of newly graduated teachers in training from the University of Oriente. A mixed research approach and a sequential explanatory design were assumed. In the quantitative phase of the research, 45 novice teachers were selected through a probabilistic sampling; while in the qualitative phase, 30 teachers participated, chosen through purposive sampling, considering a nested sample. For the development of the research, quantitative methods such as the questionnaire were employed; and qualitative methods such as the discussion group. The quantitative data were analyzed in SPSS 27 using descriptive statistics. The qualitative data were analyzed using Atlas.ti 9. It was identified that, on average, newly graduated teachers in training have a high self-efficacy; however, they perceive themselves as not very competent for their professional performance. It is concluded that, in the expression of self-efficacy among newly graduated teachers in training at the University of Oriente, there lies a contradiction between academic-professional training and pedagogical training in their undergraduate studies. Furthermore, the empirical evidence allowed the assumption of the category teaching-learning situations as a key axis for the evaluation of personal teacher competence in the analysis of self-efficacy. The findings of the study have a relevant practical implication, as they identify the indicators that would allow the design of interventions for the continuous training of teachers, considering the self-efficacy of the teacher.
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