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dc.contributor.authorGarvis, Susieen_US
dc.date.accessioned2017-05-03T15:11:13Z
dc.date.available2017-05-03T15:11:13Z
dc.date.issued2009en_US
dc.date.modified2010-07-01T06:45:31Z
dc.identifier.issn0004-9484en_US
dc.identifier.urihttp://hdl.handle.net/10072/30101
dc.description.abstractSignificant 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).en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent115813 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Society for Music Educationen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.asme.edu.au/publications.htmen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom29en_US
dc.relation.ispartofpageto37en_US
dc.relation.ispartofjournalAustralian Journal of Music Educationen_US
dc.relation.ispartofvolume1en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchCreative Arts, Media and Communication Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130201en_US
dc.titleEstablishing the theoretical construct of pre-service teacher self-efficacy for Arts educationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 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.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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