ES EN
Vol. 19. Núm. 1. 2013. Páginas 3-12

Influencia de la autoeficacia docente colectiva en el profesorado universitario

[Influence of collective self-efficacy on university teachers]

Milagros del Carmen Gonzales Miñán1 1Univ. Zaragoza, Fac. Educación, Dep. Psicología y Sociología, España

Resumen

El presente artículo pone de relieve la decisiva influencia del constructo de autoeficacia docente colectiva en las prácticas educativas del profesorado universitario y, como consecuencia, en el rendimiento académico de los estudiantes, especialmente en el contexto actual caracterizado por los desafíos que plantea el Espacio Europeo de Educación Superior. Se comienza analizando el modelo teórico del constructo, propuesto por Goddard, Hoy y Woolfolk (2000), así como las variables que están relacionadas con la autoeficacia docente colectiva. Además, se reflexiona acerca de las principales características de las instituciones educativas, cuyos miembros se perciben colectivamente capaces de desarrollar sus acciones educativas con eficacia. Finalmente, dada la influencia que ejerce la autoeficacia docente colectiva en la calidad de la institución universitaria, se destaca la necesidad de su generación y desarrollo. Con dicho objetivo a la vista, se revisa una línea de intervención en dos fases: la reflexión sobre la práctica profesional docente-investigadora y el desarrollo de las cuatro fuentes de información de la autoeficacia: experiencia directa, aprendizaje vicario, persuasión social y estados emocionales.

Abstract

This article emphasizes the decisive influence of the construct of collective teacher self-efficacy on university teachers and their educational practices and, as a consequence, on students' academic performance, especially in the current context characterized by the vast number of challenges of the European Higher Education Area. First, the theoretical model of the construct (as proposed by Goddard, Hoy, and Woolfolk, 2000) is analyzed along with variables related to collective teacher efficacy. Then, we reflect on the key features of educational institutions in which members perceived themselves collectively as capable of developing effectively their educational activities. Finally, given the influence of collective teacher self-efficacy on university quality, the need to generate and develop self-efficacy is emphasized. In order to achieve this goal, a two-stage line of intervention is reviewed: a reflection on the practice of teaching and research and the development of the four sources of self-efficacy: Direct experience, vicarious learning, social persuasion, and emotional states.

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