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  • Establishing the theoretical construct of pre-service teacher self-efficacy for Arts education

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    Author(s)
    Garvis, Susie
    Griffith University Author(s)
    Garvis, Susie M.
    Year published
    2009
    Metadata
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    Abstract
    Significant research has been conducted into the positive effects of arts education on social and intellectual development of students across the ages of 10-15 years. Teacher competence for teaching the arts however does not appear to be as positive. A worldwide trend suggests pre-service teachers exhibit low confidence and content knowledge for the teaching of the arts (Hennessy, Rolfe and Chedzoy, 2001; Russell Bowie, 2004). Teacher self-efficacy is still forming within the beginning years of teaching and once developed, is resistant to change (Bandura, 1997). During this beginning phase, teachers create their own ...
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    Significant research has been conducted into the positive effects of arts education on social and intellectual development of students across the ages of 10-15 years. Teacher competence for teaching the arts however does not appear to be as positive. A worldwide trend suggests pre-service teachers exhibit low confidence and content knowledge for the teaching of the arts (Hennessy, Rolfe and Chedzoy, 2001; Russell Bowie, 2004). Teacher self-efficacy is still forming within the beginning years of teaching and once developed, is resistant to change (Bandura, 1997). During this beginning phase, teachers create their own self-knowledge through efficacy beliefs as they reflect on teaching. Subsequently, efficacy beliefs determine how environmental opportunities and impediments are perceived (Bandura, 2006). From this assumption, the self-efficacy beliefs of pre-service teachers are important for investigation for recognition of confirming and disconfirming experiences that shape this motivational construct. Research suggests that an understanding of teacher self-efficacy beliefs for arts education holds the key to improving the current problem of instigation (Oreck, 2004).
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    Journal Title
    Australian Journal of Music Education
    Volume
    1
    Publisher URI
    https://search.informit.org/doi/10.3316/aeipt.181494
    Copyright Statement
    © 2009 ASME and the authors. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Creative Arts, Media and Communication Curriculum and Pedagogy
    Education
    Psychology and Cognitive Sciences
    Studies in Creative Arts and Writing
    Publication URI
    http://hdl.handle.net/10072/30101
    Collection
    • Journal articles

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