The judgments made by teachers about their own abilities to teach are important for decision making and the actions that will follow over the teaching and learning process in teaching in Physical Education. In order to investigate self-efficacy beliefs of student teachers in Physical Education, 159 students from 3rd and 4th grades of undergraduate courses in Physical Education responded to Physical Educator‟s Self-efficacy scale and a questionnaire. Participants are realized with a high level of self-efficacy, recognizing the importance of mastery experiences of teaching during undergraduate classes. These results provide guidance for planning strategies to address the construction of high teaching self-efficacy beliefs during the preparation process, considering that the consequences of such beliefs are associated with engagement and involvement in the task of teaching.
Self-efficacy; Undergradutate; Physical Education
