Establishing the theoretical construct of pre-service teacher self-efficacy for Arts education

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Garvis, Susie
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2009
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Abstract

Significant research has been conducted into the positive effects of arts education on social and intellectual development of students across the ages of 10-15 years. Teacher competence for teaching the arts however does not appear to be as positive. A worldwide trend suggests pre-service teachers exhibit low confidence and content knowledge for the teaching of the arts (Hennessy, Rolfe and Chedzoy, 2001; Russell Bowie, 2004). Teacher self-efficacy is still forming within the beginning years of teaching and once developed, is resistant to change (Bandura, 1997). During this beginning phase, teachers create their own self-knowledge through efficacy beliefs as they reflect on teaching. Subsequently, efficacy beliefs determine how environmental opportunities and impediments are perceived (Bandura, 2006). From this assumption, the self-efficacy beliefs of pre-service teachers are important for investigation for recognition of confirming and disconfirming experiences that shape this motivational construct. Research suggests that an understanding of teacher self-efficacy beliefs for arts education holds the key to improving the current problem of instigation (Oreck, 2004).

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Australian Journal of Music Education
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1
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© 2009 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.
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Creative Arts, Media and Communication Curriculum and Pedagogy
Education
Psychology and Cognitive Sciences
Studies in Creative Arts and Writing
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