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Abstract(s)
O objetivo principal deste trabalho foi avaliar o efeito das estratégias de
autoeficácia e a criatividade do professor na autoeficácia e nos resultados dos
alunos na disciplina de Iniciação Musical. Para obter resultados, efetuamos um
estudo com 52 alunos que frequentavam o 4ª ano de escolaridade no
Agrupamento de Escolas de Pedome, Vila Nova de Famalicão. O estudo foi
dividido em três momentos: num primeiro momento foram avaliadas as crenças
de autoeficácia através de um questionário; num segundo momento, foi
realizada uma aula com recurso à criatividade do professor, na qual foram
medidas novamente as crenças de autoeficácia através do mesmo questionário
e realizada uma ficha de avaliação teórico-prática; no terceiro momento foram
acrescentadas as estratégias de autoeficácia por parte do professor e foi
efetuada a mesma avaliação do momento anterior. Os resultados mostram uma
relação positiva entre a autoeficácia dos alunos e os seus resultados;
revelando também que maiores índices de autoeficácia e melhores notas foram
alcançados no final do estudo.
The core goal of this work was to evaluate the effect of teacher’s self-efficacy strategies and creativity in the Music Initiation students’ self-efficacy and in their results. To obtain data, we prepared a study with 52 students of the 4th year classes of Pedome’s School Grouping, Vila Nova de Famalicão. The study was divided in three moments: in the first moment were assessed the self-efficacy believes through a questionnaire; in a second moment was made a lesson using the teacher’s creativity, and again was measured the self-efficacy levels and pupils answered a theoretical/practice test; in the third moment it was added teacher’s self-efficacy strategies and was made the same evaluation of the last moment. The results show a positive correlation between the students’ self-efficacy and their results; and also that better self-efficacy scores and higher grades were achieved in the study’s conclusion.
The core goal of this work was to evaluate the effect of teacher’s self-efficacy strategies and creativity in the Music Initiation students’ self-efficacy and in their results. To obtain data, we prepared a study with 52 students of the 4th year classes of Pedome’s School Grouping, Vila Nova de Famalicão. The study was divided in three moments: in the first moment were assessed the self-efficacy believes through a questionnaire; in a second moment was made a lesson using the teacher’s creativity, and again was measured the self-efficacy levels and pupils answered a theoretical/practice test; in the third moment it was added teacher’s self-efficacy strategies and was made the same evaluation of the last moment. The results show a positive correlation between the students’ self-efficacy and their results; and also that better self-efficacy scores and higher grades were achieved in the study’s conclusion.
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Keywords
Autoeficácia Criatividade Iniciação musical Self-efficacy Creativity Music initiation