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dc.contributor.authorGarvis, Susieen_US
dc.contributor.authorPendergast, Donnaen_US
dc.contributor.editorDavid Foresten_US
dc.date.accessioned2017-05-03T15:11:15Z
dc.date.available2017-05-03T15:11:15Z
dc.date.issued2010en_US
dc.date.modified2011-05-30T06:55:48Z
dc.identifier.issn0004-9484en_US
dc.identifier.urihttp://hdl.handle.net/10072/38859
dc.description.abstractIn the middle years of schooling, spanning grades four to nine, it is common practice for generalist teachers to deliver integrated arts education. Research confirms that teacher effectiveness with the arts is influenced by their sense of efficacy, which is derived from a coalition of factors including confidence, competence, subject mastery and past experience. This paper investigates one of the factors contributing to teacher self efficacy - their past experience of arts education, at six key life stages, culminating in their current experience as an arts educator. Two hundred and one beginning teachers in the middle years completed a questionnaire with open-ended questions designed to investigate past experiences as one of the factors contributing to teacher self-efficacy. Teachers were located in Queensland, Australia. Responses were analysed and categorised with a positive or negative valence. The results reveal that the cohort of respondents reported profoundly divergent past experiences with the arts over the life stages selected, ranging from a predominance of positive valence experiences during childhood, to predominantly negative valence experiences during pre-service teacher education and in the early months of teaching. The relationship between past experiences and the formation of teacher efficacy beliefs is outlined, and implications for teacher education shared.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent163319 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://search.informit.com.au/documentSummary;dn=812752554459785;res=IELHSSen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom28en_US
dc.relation.ispartofpageto40en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAustralian Journal of Music Educationen_US
dc.relation.ispartofvolume2010en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchCreative Arts, Media and Communication Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130201en_US
dc.titleMiddle years teachers’ past experiences of the arts: Implications for teacher 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 2010 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.issued2010
gro.hasfulltextFull Text


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