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dc.contributor.convenorKate Stevensen_AU
dc.contributor.authorGarvis, Susanneen_US
dc.contributor.editorCatherine Stevens, Emery Schuberten_US
dc.date.accessioned2017-05-03T15:11:13Z
dc.date.available2017-05-03T15:11:13Z
dc.date.issued2009en_US
dc.date.modified2010-10-26T07:15:37Z
dc.identifier.urihttp://hdl.handle.net/10072/32907
dc.description.abstractIn 2005, a National Review of School Music (Centre for Learning, Change and Development, 2005) raised a number of questions in relation to the teaching of music and the arts in schools. Recommendations included increasing the school hours dedicated to the arts, resources available in school and an increase in the duration and nature of pre-service teacher education courses. While the review provided some insight into teacher development, greater exploration of teacher beliefs about music is necessary, especially as they begin teaching careers. According to self-efficacy theory, the beginning years of teaching are crucial to future teaching practice as beliefs are developed and formed (Bandura, 1997). Once this period is over, theory further suggests that beliefs are resistant to change (Bandura, 1997). This paper seeks to explore beginning teacher beliefs about the teaching of music and arts education, by investigating self-reported motivators of beginning generalist teachers from a beliefs perspective. In 2008, I collected 201 questionnaires from beginning teachers throughout Queensland (years 4-9), focusing on their beliefs about teaching music and arts education. Questions focused on what currently motivates beginning teachers to teach music and the arts and what would motivate beginning teachers more. Findings suggest key areas that motivate and de-motivate beginning teachers towards the arts; for example, student enjoyment and personal learning. Findings provide key messages for schools, administrators and policy makers about motivational beliefs of teachers of their own and their students' engagement in music and the arts.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent592764 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherHCSNeten_US
dc.publisher.placeSydneyen_US
dc.publisher.urihttp://www.hcsnet.edu.au/hcsnetevents/2009en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencename2nd International Conference on Music Communication Science • ICoMCS2en_US
dc.relation.ispartofconferencetitleProceedings of the 2nd International Conference on Music Communication Science – ICoMCS2en_US
dc.relation.ispartofdatefrom2009-12-03en_US
dc.relation.ispartofdateto2009-12-04en_US
dc.relation.ispartoflocationSydneyen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchCreative Arts, Media and Communication Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130201en_US
dc.titleMotivation in the classroom: Insights into beginning teachers beliefs to teach music and the arts for students aged 9-15 yearsen_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 for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the author.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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

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