Show simple item record

dc.contributor.authorGarvis, Susieen_US
dc.date.accessioned2017-04-24T12:40:54Z
dc.date.available2017-04-24T12:40:54Z
dc.date.issued2012en_US
dc.date.modified2013-07-17T22:48:56Z
dc.identifier.issn18369391en_US
dc.identifier.urihttp://hdl.handle.net/10072/46119
dc.description.abstractAccording to the National Education and the Arts Statement (MCETYA and Cultural Ministers' Council, 2007), all children should have access to high-quality arts experiences, especially within early childhood. The delivery of arts education in classrooms is dependent on early childhood teachers' beliefs (known as selfefficacy) about their own capability. This study explores the self-efficacy of beginning teachers as they engaged with the arts during practical experience in early childhood classrooms. Using Bandura's model of self-regulated learning, the study addresses issues of self-efficacy as a base for considering sources of an early childhood teacher's sense of agency related to teaching the arts. It starts to explain reasons for beginning early childhood teachers in another recent study reporting lower teacher self-efficacy for the arts (Garvis & Pendergast, 2010). Findings suggest that practical experience in an early childhood classroom influenced the beginning teachers' beliefs towards teaching arts education. The findings highlight the need for training in the arts for beginning and supervising teachers.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent1645676 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/ajec_index_abstracts.htmlen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom161en_US
dc.relation.ispartofpageto165en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalAustralasian Journal of Early Childhooden_US
dc.relation.ispartofvolume37en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEarly Childhood Education (excl. Maori)en_US
dc.subject.fieldofresearchcode130102en_US
dc.titleThese children aren’t creative: Insights from beginning teachers on early childhood arts 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 2012 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.issued2012
gro.hasfulltextFull Text


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