Actividades de apoyo a la práctica educativa que posibilitan la construcción de la autoeficacia de profesores de matemáticas en formación.

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dc.contributor.advisorValencia Vallejo, Nilson Genarospa
dc.contributor.authorSoler Álvarez, María Nubiaspa
dc.coverage.spatialBogotá, Colombia
dc.coverage.temporalColombia 2012 a 2025
dc.date.accessioned2026-02-04T16:39:12Z
dc.date.available2026-02-04T16:39:12Z
dc.date.issued2025
dc.description.abstractEn esta tesis se presentan los resultados de un estudio que explora la manera como se desarrolla la autoeficacia de profesores de matemáticas en formación. La importancia de centrar la atención en esta construcción radica en que los niveles altos en la autoeficacia inciden positivamente en el bienestar docente. Este aspecto es especialmente relevante en el contexto colombiano, donde los profesores enfrentan desafíos importantes durante su ejercicio profesional. La investigación ha mostrado que las intervenciones durante la práctica educativa pueden aportar al desarrollo de la autoeficacia a través de las fuentes de eficacia. Sin embargo, aún no ha descrito la manera como estas contribuyen a la construcción de estas creencias. Por esta razón, este estudio se propuso indagar el efecto de una intervención en la construcción de las creencias sobre las propias capacidades. Para atender a este propósito, se realizó una investigación mixta organizada en dos momentos. En el primero, se realizó un estudio cuasi experimental de grupo control no equivalente pretest y postest. En este participaron 51 profesores en formación de la Licenciatura en matemáticas de la Universidad Pedagógica Nacional de Colombia. Para medir la autoeficacia, antes y después de la intervención, se usó la escala TSES. Los resultados del estudio cuantitativo indican que la intervención tuvo efecto en la autoeficacia para las estrategias instruccionales y el compromiso de los estudiantes. Sin embargo, no se observaron cambios en la autoeficacia para la gestión de clase. En el segundo momento, se desarrolló un estudio de los casos que reportaron mayores cambios en la autoeficacia en la primera parte del estudio. Los cambios se generaron por una intervención que estuvo compuesta por cinco actividades: Autorregulación, Experiencia de Tatiana, Percepción estudiantes, Videos y Podcast. La actividad Autorregulación permitió la identificación de desempeños exitosos, evidenciados en la respuesta de los estudiantes. La actividad Experiencia de Tatiana posibilitó la observación de estrategias eficaces y el automodelado. La actividad Percepción estudiantes suscitó la retroinformación evaluadora. Las actividades Videos y Podcast generaron información de la comparación referencial y la persuasión para mantener el esfuerzo. Las conclusiones dejan abiertos diferentes caminos para la investigación futura. Se sugieren intervenciones en las que se incluyan las actividades diseñadas en este estudio. Esto para determinar si estas también son pertinentes en otros contextos. Especialmente, para profesores en formación de otras áreas y contextos sociales. Por otra parte, se invita a investigar sobre actividades de apoyo a la práctica que aporten al desarrollo de la autoeficacia para la gestión de clase. Para finalizar, esta tesis sugiere estudiar el efecto de algunas variables en la construcción de la autoeficacia docente durante la práctica educativa. La primera, refiere al tipo de enunciados que pueden formularse a los estudiantes. Esto para recoger percepciones sobre el desempeño docente. La segunda, corresponde al trabajo colaborativo entre pares. La tercera, hace referencia la combinación de las experiencias de pares con el automodelado. Y la última, refiere a los diálogos entre pares sobre experiencias exitosas o superación de dificultades en el aula.spa
dc.description.abstractenglishThis thesis presents the results of a study exploring how the self-efficacy of pre-service mathematics teachers develops. The importance of focusing on this development lies in the fact that high levels of self-efficacy positively impact teacher well-being. This is especially relevant in the Colombian context, where teachers face significant challenges during their professional practice. Research has shown that interventions during educational practice can contribute to the development of self-efficacy through sources of efficacy. However, it has not yet described how these interventions contribute to the construction of these beliefs. For this reason, this study aimed to investigate the effect of an intervention on the construction of beliefs about one's own abilities. To achieve this objective, a mixed-methods research approach was conducted in two phases. In the first phase, a quasi-experimental, non-equivalent control group study with pretest and posttest was carried out. Fifty-one pre-service mathematics teachers from the National Pedagogical University of Colombia participated in this phase. To measure self-efficacy, the TSES scale was used before and after the intervention. The results of the quantitative study indicate that the intervention had an effect on self-efficacy for instructional strategies and student engagement. However, no changes were observed in self-efficacy for classroom management. In the second phase, a study was conducted of the cases that reported the greatest changes in self-efficacy in the first part of the study. These changes were generated by an intervention comprised of five activities: Self-Regulation, Tatiana's Experience, Student Perception, Videos, and Podcast. The Self-Regulation activity allowed for the identification of successful performances, evidenced in the students' responses. The Tatiana's Experience activity enabled the observation of effective strategies and self-modeling. The Student Perception activity elicited evaluative feedback. The Videos and Podcast activities generated information on referential comparison and persuasion to maintain effort. The conclusions leave several avenues open for future research. Interventions incorporating the activities designed in this study are suggested to determine their relevance in other contexts, particularly for student teachers in other subject areas and social contexts. Furthermore, research is encouraged on practice support activities that contribute to the development of self-efficacy for classroom management. Finally, this thesis suggests studying the effect of several variables on the development of teacher self-efficacy during teaching practice. The first variable relates to the types of statements that can be made to students to gather perceptions about teacher performance. The second variable concerns collaborative work among peers. The third refers to combining peer experiences with self-modeling. And the last refers to peer dialogues about successful experiences or overcoming difficulties in the classroom.eng
dc.description.degreelevelDoctoradospa
dc.description.degreenameDoctor en Educaciónspa
dc.description.researchareaCOGNITEK
dc.formatPDFspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/21838
dc.language.isoes
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyDoctorado en Educaciónspa
dc.publisher.programDoctorado Interinstitucional en Educaciónspa
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dc.rights.accessAcceso abiertospa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectAutoeficacia docentespa
dc.subjectPráctica educativaspa
dc.subjectEducación del profesorspa
dc.subjectProfesores de matemáticas en formaciónspa
dc.subject.keywordsTeacher's self-efficacyeng
dc.subject.keywordsEducational practiceeng
dc.subject.keywordsTeacher educationeng
dc.subject.keywordsPreservice mathematics teachereng
dc.titleActividades de apoyo a la práctica educativa que posibilitan la construcción de la autoeficacia de profesores de matemáticas en formación.spa
dc.title.translatedSupport activities for educational practice that enable the development of self-efficacy in pre-service mathematics teachers.eng
dc.typeinfo:eu-repo/semantics/doctoralThesis
dc.type.coarhttp://purl.org/coar/resource_type/c_db06eng
dc.type.driverinfo:eu-repo/semantics/masterThesiseng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.localMonografía - Doctoradospa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa

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Doctorado Interinstitucional en Educación