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dc.contributor.authorGarvis, S.en_US
dc.contributor.editorDr Jane Southcotten_US
dc.date.accessioned2017-04-24T12:40:53Z
dc.date.available2017-04-24T12:40:53Z
dc.date.issued2009en_US
dc.date.modified2012-08-30T22:54:55Z
dc.identifier.urihttp://hdl.handle.net/10072/32887
dc.description.abstractMany beginning generalist teachers are responsible for the delivery of integrated arts education as part of their curriculum. This responsibility is dependent on their own beliefs about their competence, school context, pressures of the curriculum and benefits of the arts for students. These beliefs operate as a key factor in a generative system of human competence (Bandura, 1997), leading to the assumption that they are powerful influences on the overall teachers' effectiveness with students. Little is known about the impact of personal experiences on pre-service teacher beliefs and confidence levels for arts education. Greater recognition of confirming and disconfirming experiences that shape teacher engagement with the arts is necessary. This paper provides insights into a research project that attempts to contribute towards filling this void, in order to improve teacher effectiveness within the arts domain in the middle years. It is part of a bigger study exploring beliefs of beginning generalist teachers. This study explores the life stages of 15 generalist pre-service teachers undertaking a graduate diploma in education. Each participant's life stage was analysed before being compared to their level's of teacher self-efficacy for arts education. Results indicated that negative arts experiences at school and little engagement with the arts during each life stage informed teachers' beliefs for their future teaching practice. The study reveals important information that informs teacher training and induction programmes about pre-service teachers experiences within the arts domain.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent112040 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherANZARMEen_US
dc.publisher.placeMelbourneen_US
dc.publisher.urihttp://www.deakin.edu.au/arts-ed/education/music-ed/anzarme/index.phpen_US
dc.relation.ispartofstudentpublicationYen_US
dc.relation.ispartofconferencenameAustralian and New Zealand Association for Research in Music Education (ANZARME) Conference (30th :en_US
dc.relation.ispartofconferencetitleProceedings of the XXXth annual conference : innovation and tradition : music education research.en_US
dc.relation.ispartofdatefrom2008-10-03en_US
dc.relation.ispartofdateto2008-10-05en_US
dc.relation.ispartoflocationMelbourneen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCreative Arts, Media and Communication Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130201en_US
dc.titleExamining Personal Experiences on Pre-service Teachers Engagement with Arts Educationen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conference Publications (HERDC)en_US
dc.type.codeE - Conference Publicationsen_US
gro.rights.copyrightCopyright remains with the author 2009. The attached file is posted here with permission of the copyright owner[s] for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher’s website.en_US
gro.date.issued2009
gro.hasfulltextFull Text


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  • Conference outputs
    Contains papers delivered by Griffith authors at national and international conferences.

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