VARIABLES DEMOGRÁFICAS Y OCUPACIONALES SOBRE LA AUTOEFICACIA DE LOS DOCENTES DE EDUCACIÓN ESPECIAL EN GRECIA
DOI:
https://doi.org/10.30827/eticanet.v25i1.31758Palabras clave:
autoeficacia, docentes de educación especial, educación inclusiva, capacitación docenteResumen
La autoeficacia docente es un aspecto relevante para el éxito de las experiencias pedagógicas en la educación especial, donde los estudiantes con necesidades educativas especiales pueden beneficiarse por el perfeccionamiento cognitivo y la reflexión interna de los docentes. Este estudio cuantitativo busca examinar los niveles autoinformados de autoeficacia de 600 docentes de educación especial en Grecia y la medida en que la misma difiere significativamente según las variables demográficas y ocupacionales. Se empleó como instrumento la Escala de Autoeficacia Docente (TSES), en su versión corta. Los resultados obtenidos reportaron que los docentes indican un alto sentido de autoeficacia, y las características demográficas y laborales provocan diferencias significativas, como se refleja en las puntuaciones de las tres subescalas: gestión del aula, implicación de los estudiantes en el proceso educativo y estrategias de enseñanza. Los hallazgos fueron congruentes con la mayoría de los estudios, lo que indica que los docentes de educación especial pueden tener características personales diferentes en comparación con los docentes de educación inclusiva.
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