Crenças de autoeficácia e metodologias ativas na formação de professores de Ciências: uma revisão sistemática
DOI:
https://doi.org/10.22600/1518-8795.ienci/2026v31n3p501Keywords:
Self-efficacy beliefs, Active Methodologies, Teacher Training, Science Education, Innovative PracticesAbstract
This article presents a systematic literature review that aims to answer the following question: how has research addressed the relationship between self-efficacy beliefs and active methodologies in the initial training of science teachers for work at different levels of education, considering the methodological approaches adopted and the contributions identified? Based on Bandura's Social Cognitive Theory, the study aimed to analyze studies that investigate the self-efficacy beliefs of science teachers in the context of active methodologies. The review followed, in an adapted form, the PRISMA protocol, with searches conducted in databases such as CAPES, Google Scholar, ERIC, and SciELO. 361 studies were identified, of which 16 comprised the final corpus after inclusion and exclusion criteria. The analysis, of a qualitative interpretive nature, organized the studies into conceptual, contextual, procedural, and analytical categories. The results indicate that active methodologies contribute to strengthening self-efficacy, especially when associated with practical experiences, collaboration, and contextualization. However, these effects depend on factors such as teacher mediation, institutional conditions, and the integration between theory and practice. Furthermore, the predominance of international studies is evident, with gaps in continuing education and in the Brazilian context.References
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