As relações entre o desenvolvimento profissional dos professores do ensino secundário e a autoeficácia dos professores na Mongólia
Resumo
Este estudo examinou a relação entre o desenvolvimento profissional de professores do ensino secundário e a formação de sua autoeficácia no contexto educacional da Mongólia. Foi utilizado um método misto, combinando a análise teórica de modelos contemporâneos de desenvolvimento profissional docente com dados empíricos coletados por meio de um questionário estratificado (n = 297) e entrevistas semiestruturadas (n = 15) realizadas em escolas urbanas e rurais. Os métodos quantitativos incluíram estatística descritiva, correlações de Pearson, análise fatorial (KMO = 0,82; p < 0,001) e regressão múltipla para determinar o valor preditivo dos componentes do desenvolvimento profissional para a autoeficácia docente. Os resultados mostraram que métodos de aprendizagem ativa (70%), consistência do programa (65%) e duração adequada da formação (58%) foram os fatores que mais influenciaram a confiança dos professores em sua prática docente, embora apenas 45% tenham expressado satisfação com o tempo alocado para a aprendizagem de novos métodos. A participação colaborativa (52%) e o aprofundamento do conhecimento da matéria (61%) também estiveram associados a níveis mais elevados de autoeficácia. A análise de regressão confirmou que a aprendizagem ativa e uma estrutura programática coerente influenciaram significativamente a autoeficácia, enquanto os dados das entrevistas destacaram a importância prática da formação focada na gestão da sala de aula e na motivação dos alunos. Os resultados do estudo demonstram que o desenvolvimento profissional na Mongólia é mais eficaz quando combina participação ativa, conteúdo estruturado e oportunidades de interação entre pares. Essas descobertas fornecem recomendações baseadas em evidências para a elaboração de programas de desenvolvimento profissional que aprimorem a autoeficácia dos professores e apoiem as reformas educacionais em curso na Mongólia.
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