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dc.contributor.authorGarvis, Susieen_US
dc.date.accessioned2017-05-03T15:11:19Z
dc.date.available2017-05-03T15:11:19Z
dc.date.issued2011en_US
dc.date.modified2013-07-17T22:47:43Z
dc.identifier.issn03125033en_US
dc.identifier.urihttp://hdl.handle.net/10072/43366
dc.description.abstractAcc ording to the National Education and the Arts Statement (Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2007), all children and young people should have a high-quality arts education. The statement also supports the notion that arts experience can be the first meaningful point of engagement in the education system for students. To achieve quality arts education, teachers require a high level of skill and training (Andrews, 2004). This suggests teachers require significant training to help develop a strong sense of perceived capability towards teaching in the area of arts education. This study explores the beliefs of early childhood teachers in their first three years of teaching. Focusing on self-efficacy beliefs, this study used Bandura's (1997) model of self-regulated learning as a base from which to consider sources of an early childhood teacher's sense of agency related to teaching the arts. Findings suggest teachers develop beliefs about arts education during practical experience that shape attitudes towards teaching arts in the early years. These findings have important messages for improving arts education.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent717537 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherEarly Childhood Australiaen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/about_ajec.htmlen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom117en_US
dc.relation.ispartofpageto121en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalAustralasian Journal of Early Childhooden_US
dc.relation.ispartofvolume36en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchCreative Arts, Media and Communication Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130201en_US
dc.titleAn exploratory investigation on the influence of practical experience towards shaping future early childhood teachers' practice in the artsen_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 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.en_US
gro.date.issued2011
gro.hasfulltextFull Text


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    Contains articles published by Griffith authors in scholarly journals.

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