The beliefs of graduate engineering students of their effectiveness as teachers: an exploratory study

Authors

  • Mayara da Mota Matos Universidade Estadual Paulista (UNESP)
  • Roberto Tadeu Iaochite Universidade Estadual Paulista (UNESP)

DOI:

https://doi.org/10.5007/2175-795X.2017v35n2p615

Abstract

The aim of this study was to measure the beliefs of graduate engineering students in public institutions in South and Southeastern Brazil about  their effectiveness as teachers, and to relate these beliefs to personal and academic characteristics of the participants, specifically aiming to identify which of these characteristics affect them. To do so, we issued a socio-demographic questionnaire and the Teacher’s Self-Evaluation of Effectiveness Scale to 340 graduate students from different graduate engineering programs. It concludes that the respondents’ beliefs about their own effectiveness as teachers tended to be high, with higher scores in the dimension that identifies teachers' beliefs about their ability to mobilize their students and mediate the teaching process, considering an average score of 4.46 on a scale of 6 points. The variables that showed the most important connection with self-evaluation of effectiveness were gender, teaching experience, the decision to become a teacher and the sense of preparation for the career. The influence of having completed a teaching internship on the beliefs of the respondents also stands out.


Author Biographies

Mayara da Mota Matos, Universidade Estadual Paulista (UNESP)

Mestra em Educação da Universidade Estadual Paulista (UNESP).

Roberto Tadeu Iaochite, Universidade Estadual Paulista (UNESP)

Doutor em Educação pela Universidade Estadual de Campinas (UNICAMP). Professor do departamento de Educação da Universidade Estadual Paulista (UNESP), campus Rio Claro.

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Published

2017-08-04

How to Cite

Matos, M. da M., & Iaochite, R. T. (2017). The beliefs of graduate engineering students of their effectiveness as teachers: an exploratory study. Perspectiva, 35(2), 615–637. https://doi.org/10.5007/2175-795X.2017v35n2p615

Issue

Vol. 35 No. 2 (2017): Teacher training in essays: research, education, university

Section

Article Demand for Continuous

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