Show simple item record

dc.contributor.authorGarvis, Susanne
dc.contributor.authorTwigg, Danielle
dc.contributor.authorPendergast, Donna
dc.date.accessioned2017-05-03T15:49:18Z
dc.date.available2017-05-03T15:49:18Z
dc.date.issued2011
dc.date.modified2013-07-17T22:23:06Z
dc.identifier.issn1836-9391
dc.identifier.urihttp://hdl.handle.net/10072/41901
dc.description.abstractAccording to the National Education and the Arts Statement (Ministerial Council on Education, Employment, Training and Youth Affairs, 2007), all children and young people should have a high-quality arts education. To achieve this teachers require a high level of skill and training, and the belief that they are self-efficacious in the teaching of arts education (Andrews, 2004). This points to the role of pre-service teacher education to develop the capability to teach arts education. This study utilises Bandura's (1997) model of self-efficacy beliefs. Novice early childhood teachers were invited to reflect on their professional practice experience during pre-service teacher education to provide insights into how this has contributed to the formation of their self-efficacy beliefs in the arts. Findings confirm that novice teachers develop beliefs about arts education during professional experience that shape their future beliefs towards teaching arts in the early years. These beliefs are likely to be negative, thereby contributing to the formation of negative emotional association and low self-efficacy beliefs for teaching arts. Furthermore, three main themes emerged from the data about the impact of professional experience: 1) supervising teacher practice (vicarious experience); 2) supervising teacher feedback (verbal persuasion); and 3) the profile of arts as a subject experienced by the respondent (vicarious experience). The implications of these findings are considered in terms of pre-service teacher education and ongoing professional learning for teachers.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent85507 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherEarly Childhood Australia
dc.publisher.placeAustralia
dc.publisher.urihttp://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/ajec_index_abstracts/breaking_the_negative_cycle_the_formation_of_self_efficacy_beliefs_in_the_arts_a_focus_on_professional_experience_in_pre_service_teacher_education.html
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom36
dc.relation.ispartofpageto41
dc.relation.ispartofissue2
dc.relation.ispartofjournalAustralasian Journal of Early Childhood
dc.relation.ispartofvolume36
dc.rights.retentionY
dc.subject.fieldofresearchTeacher Education and Professional Development of Educators
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode130313
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1701
dc.titleBreaking the negative cycle: The formation of self-efficacy beliefs in the arts. A focus on professional experience in pre-service teacher education
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2011 Early Childhood Australia. 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.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorPendergast, Donna L.
gro.griffith.authorGarvis, Susie M.
gro.griffith.authorTwigg, Danielle


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record