<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962023000300003</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación de la autoeficacia del docente universitario: una revisión sistemática de la literatura]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação da autoeficácia do professor universitário: uma revisão sistemática da literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of the self-efficacy of the university teacher: a systematic review of the literature]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vega Rodríguez]]></surname>
<given-names><![CDATA[Yisel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vizcaíno Escobar]]></surname>
<given-names><![CDATA[Annia Esther]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Oriente  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Central Martha Abreu de Las Villas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962023000300003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962023000300003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962023000300003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La autoeficacia docente es un constructo cuyo estudio se ha incrementado en los últimos años. Desde el surgimiento de la categoría se han diseñado diversos instrumentos para su evaluación. El objetivo del estudio se orientó a determinar las dimensiones de la autoeficacia docente, del profesorado universitario, que han sido evaluadas en investigaciones en los últimos cinco años. Para ello se realizó una revisión sistemática de literatura con seis artículos indexados en las bases de datos Scielo, Redalyc, Dialnet y Redib, en el período 2018 al 2022. Se plantearon interrogantes de análisis como: ¿qué escalas se han validado para la evaluación de la autoeficacia docente en el profesorado universitario?, ¿cuáles son las dimensiones que evalúan?, ¿qué criterios fundamentan la selección de dichas dimensiones? Se identificó el empleo predominante de la escala de autoeficacia del profesorado universitario del año 2005 y sus dimensiones para la evaluación del constructo. Los hallazgos condujeron a determinar la presencia de 10 dimensiones evaluadas de forma global en la autoeficacia docente del profesor universitario. Además, se identificó la necesidad de proponer dimensiones de autoeficacia del docente universitario coherentes con la dinámica de la Educación Superior, de acuerdo a los cambios de la educación en el siglo XXI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A autoeficácia docente é um constructo cujo estudo tem aumentado nos últimos anos. Desde o surgimento da categoria, diversos instrumentos foram concebidos para sua avaliação. O objetivo do estudo orientou-se a determinar as dimensões da autoeficácia docente de docentes universitários, que têm sido avaliadas em pesquisas nos últimos cinco anos. Para isso, foi realizada uma revisão sistemática da literatura com seis artigos indexados nas bases de dados Scielo, Redalyc, Dialnet e Redib, no período de 2018 a 2022. Foram levantadas questões de análise como: quais escalas foram validadas para avaliação de autoeficácia docente em docentes universitários?, quais são as dimensões que avaliam?, que critérios fundamentam a seleção de tais dimensões? Identificou-se o uso predominante da escala de autoeficácia dos docentes universitários do ano de 2005 e suas dimensões para a avaliação do constructo. Os achados levaram a determinar a presença de 10 dimensões avaliadas globalmente na autoeficácia docente do professor universitário. Além disso, identificou-se a necessidade de propor dimensões de autoeficácia do professor universitário condizentes com a dinâmica do Ensino Superior, de acordo com as mudanças na educação no século XXI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Teacher self-efficacy is a construct whose study has increased in recent years. Since the emergence of the category, various instruments have been designed for its evaluation. The objective of the study was oriented to determine the dimensions of teaching self-efficacy of university professors, which have been evaluated in research in the last five years. For this, a systematic review of the literature was carried out with six articles indexed in the Scielo, Redalyc, Dialnet and Redib databases, in the period 2018 to 2022. Analysis questions were raised such as: which scales have been validated for the evaluation of teaching self-efficacy in university teaching staff? what are the dimensions that they evaluate? what criteria are the basis for the selection of said dimensions? The predominant use of the self-efficacy scale of the university teaching staff of the year 2005 and its dimensions for the evaluation of the construct were identified. The findings led to determine the presence of 10 dimensions evaluated globally in the teaching self-efficacy of the university professor. In addition, the need to propose dimensions of self-efficacy of the university teacher consistent with the dynamics of Higher Education was identified, according to the changes in education in the 21st century.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[autoeficacia docente]]></kwd>
<kwd lng="es"><![CDATA[dimensiones de autoeficacia docente]]></kwd>
<kwd lng="es"><![CDATA[docente universitario]]></kwd>
<kwd lng="es"><![CDATA[escala de autoeficacia docente]]></kwd>
<kwd lng="pt"><![CDATA[autoeficácia docente]]></kwd>
<kwd lng="pt"><![CDATA[dimensões da autoeficácia docente]]></kwd>
<kwd lng="pt"><![CDATA[Professor universitário]]></kwd>
<kwd lng="pt"><![CDATA[escala de autoeficácia do professor]]></kwd>
<kwd lng="en"><![CDATA[teacher self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[teacher self-efficacy dimensions]]></kwd>
<kwd lng="en"><![CDATA[University teacher]]></kwd>
<kwd lng="en"><![CDATA[teacher self-efficacy scale]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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