NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ969744
Record Type: Journal
Publication Date: 2011-Jun
Pages: 6
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1836-9391
Breaking the Negative Cycle: The Formation of Self-Efficacy Beliefs in the Arts. A Focus on Professional Experience in Pre-Service Teacher Education
Garvis, Susanne; Twigg, Danielle; Pendergast, Donna
Australasian Journal of Early Childhood, v36 n2 p36-41 Jun 2011
According 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.
Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia