Efectos del contenido de meta docente y la regulación motivacional académica sobre la creencia de eficacia docente del profesorado en formación inicial

  1. Rafael Burgueño 1
  2. Álvaro Sicilia 1
  3. Manuel Alcaraz-Ibáñez 1
  4. María-Jesús Lirola 1
  5. Jesús Medina-Casaubón 2
  1. 1 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

  2. 2 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Ano de publicación: 2020

Volume: 23

Número: 1

Páxinas: 103-124

Tipo: Artigo

DOI: 10.5944/EDUCXX1.23672 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Educación XX1: Revista de la Facultad de Educación

Resumo

Introducción: Basado en la Teoría de la Auto-Determinación, el objetivo del estudio fue examinar la relación entre los contenidos de meta y la creencia de la eficacia docente en profesorado en formación inicial, considerando el rol mediador de la regulación motivacional académica (autónoma y controlada) al inicio y final del master de formación del profesorado. Método: Los participantes fueron 379 profesores/as en formación inicial (180 hombres y 199 mujeres; Medad = 25.30, DT edad = 4.21) quienes completaron medidas de contenidos de meta en la docencia y regulación motivacional académica al inicio del máster en formación del profesorado (toma 1), así como medidas de regulación motivacional y creencia de eficacia docente al final del máster (toma 2). Las relaciones predictivas hipotetizadas fueron examinadas vía análisis de ecuaciones estructurales. Resultados: El modelo de ecuaciones estructurales mostró que los contenidos de meta intrínsecos al inicio del máster de formación del profesorado tuvieron un efecto positivo directo sobre la creencia de la eficacia docente al final del máster, estando dicha relación mediada por la motivación autónoma académica al inicio y al final del máster. En cambio, los contenidos de meta extrínsecos al inicio del máster de formación del profesorado mostraron un efecto directo y negativo sobre la creencia de la eficacia docente al final del máster. Discusión: Los resultados obtenidos subrayan la relevancia del contenido de meta en la explicación de la naturaleza dinámica de los procesos motivacionales relacionados con la creencia de eficacia docente durante el programa inicial de formación docente del profesorado en formación inicial.

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Fonte de datos: Dialnet