Autoeficácia docente para práticas inclusivas: uma análise comparativa por nível de ensino
Palavras-chave:
Autoeficácia docente, educação inclusiva, práticas inclusivas, formação de professores.Resumo
No presente trabalho, analisa-se a autoeficácia docente para práticas inclusivas em três níveis da educação básica: pré-escola, ensino fundamental e ensino médio. O estudo responde à necessidade de compreender como esse construto se manifesta de forma diferenciada segundo as demandas específicas de cada nível educacional, considerando as dimensões de instrução inclusiva, manejo de comportamentos disruptivos e colaboração. Desenvolveu-se um estudo quantitativo, não experimental e transversal com 129 docentes do município de Cajeme, Sonora, selecionados por amostragem não probabilística por conveniência. Aplicou-se a escala TEIP e os dados foram analisados mediante os testes de Kruskal-Wallis e U de Mann-Whitney. Os resultados evidenciam diferenças estatisticamente significativas entre os níveis em instrução inclusiva e manejo de comportamentos disruptivos, mas não em colaboração. Conclui-se que a autoeficácia para práticas inclusivas apresenta padrões diferenciados segundo o nível educacional e a dimensão avaliada.
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Copyright (c) 2026 Karla Nereyda Romero Félix, Fernando Alfredo Morales Díaz, Guadalupe Buitimea Valenzuela, Lorena Márquez Ibarra
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