TEACHER MOBILITY THROUGH THE LENS OF THE THEORIES OF REASONED ACTION AND PLANNED BEHAVIOR

• Tipo: Artigo em Livro de Atas de Conferência Internacional
• Data: 2017

Autores

Barbosa, B (Autor) Outra; Santos, CA (Autor) Outra; Filipe, S (Autor) Outra; Pinheiro, MM (Autor) Outra; Simoes, D (Autor) Outra; Dias, GP (Autor) Outra

Ata de Conferência Internacional

Título: 10TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2017)

Páginas: 3339-3346

10th Annual International Conference of Education, Research and Innovation (ICERI)

Seville, SPAIN, NOV 16-18, 2017

Indexação

ISI Web of Knowledge - 0 Citações

Outras Informações

ID Authenticus: P-00N-Y9V

DOI: 10.21125/iceri.2017.0918

Abstract (EN): Internationalization is a broad concept encompassing multiple facets. Higher Education Institutions (HEI) collaborators are key actors of the internationalization process and outcomes, being essential for education managers to promote internationalization initiatives, namely among their teachers. Nevertheless, the literature indicates that the number of teachers involved in those initiatives is still modest. It is therefore of utmost importance to understand how teachers initiate and maintain mobility assignments, so that HEI can implement effective strategies to promote this facet of internationalization. In this paper, we explore the teacher mobility topic through the lens of the Theory of Reasoned Action and the Theory of Planned Behavior. These two theories have been widely used to explain how people initiate and maintain behaviors, and are particularly relevant to understand teacher mobility. The paper includes results from phenomenological interviews with teachers that had one or more mobility experience under the Erasmus programme. The narratives of the participants in the study evidence the importance of prior intentions, attitudes and subjective norms in the resolution to undertake international assignments. Self-efficacy was also shown as determinant in the decision process of first and subsequent mobility initiatives. This paper also provides cues on how HEI can facilitate and encourage mobility experiences amongst their teaching staff.

Idioma: Inglês

Tipo (Avaliação Docente): Científica

Nº de páginas: 8