A formação e autoeficácia dos professores de matemática no processo de ensino-aprendizagem através das TIC
DOI:
https://doi.org/10.21814/rpe.27910Palavras-chave:
Educação profissional; Educação matemática; Tecnologias de informação e comunicação; Autoeficácia das TIC; Teoria do valor de controlo.Resumo
A aplicação das TIC no processo de ensino-aprendizagem da matemática constitui atualmente um desafio para os professores. Muitos professores não se sentem suficientemente qualificados para utilizar as TIC no ensino da matemática. O apoio das TIC é importante para a formação contínua dos atuais estudantes universitários. O presente estudo tem por objetivo avaliar a autoeficácia dos professores de matemática no processo de ensino-aprendizagem com recurso às TIC. O estudo tem uma abordagem quantitativa. A amostra foi constituída por 249 participantes. A teoria do Controlo-Valor foi aplicada para verificar a avaliação do controlo, do prazer e da autoeficácia das TIC através de um questionário digital. Os resultados indicam que o controlo, o prazer e a autoeficácia percebidos pelos professores em formação são elementos-chave na educação matemática mediada pelas TIC. As universidades desempenham um papel essencial no desenvolvimento de professores digitalmente competentes. O prazer dos professores em formação é diretamente afetado pela sua autoeficácia no ensino das TIC na matemática. O controlo, a valorização do controlo e os valores também foram positivamente afetados pelo prazer.
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Direitos de Autor (c) 2026 Derling José Mendoza Velazco, Elizeth Mayrene Flores Hinostroza, Paola Andrea Pérez Bravo
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