Development of the capacity to teach during the PIBID in physical education

Abstract

This study investigated the development of future teachers’ self-efficacy during their participation in an initiation program to teach in physical education field. Participants were 16 undergraduates in physical education who completed the teacher self-efficacy scale and sources of self-efficacy scale at three different times in 2015 and 2016. Exploratory and inferential analysis showed a positive development of teacher self-efficacy, with significant differences found between school year and level of education for instructional strategies and student engagement dimensions. Considering the analytical theoretical framework, the results can help to draw up formative proposals for the initial education of physical education teachers.