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Lemon, Narelle; Garvis, Susanne – Teachers and Teaching: Theory and Practice, 2016
Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5-12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and…
Descriptors: Foreign Countries, Preservice Teachers, Self Efficacy, Technological Literacy
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Garvis, Susanne – British Journal of Music Education, 2013
In 2008, 201 beginning generalist teachers throughout Queensland, Australia, responded to a questionnaire intended to create a snapshot of current self-efficacy beliefs towards teaching music. Beginning teachers were asked to rank their perceived level of teacher self-efficacy for music, English and maths. Results were analysed through a series of…
Descriptors: Beginning Teachers, Self Efficacy, Music Education, Mathematics Education
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Garvis, Susanne; Pendergast, Donna – International Journal of Education & the Arts, 2011
The self-efficacy beliefs teachers hold about their ability to teach subjects shapes their competence in teaching. Teacher self-efficacy is defined as teacher beliefs in their ability to perform a teaching task. If teachers have strong teacher self-efficacy in the teaching of arts education, they are more likely to incorporate arts in the…
Descriptors: Visual Arts, Early Childhood Education, Self Efficacy, Young Children
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Lennox, Maria; Garvis, Susanne; Westerveld, Marleen – Australian Journal of Teacher Education, 2017
This paper explores teachers' and teacher assistants' self-efficacy of delivering PrepSTART, a classroom based, oral language and early literacy program for five-year-old students. In the current study, speech pathologists developed, provided training and monitored program implementation. Teachers and teacher assistants (n = 17) shared their…
Descriptors: Speech Language Pathology, Self Efficacy, Oral Language, Emergent Literacy
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Pendergast, Donna; Garvis, Susanne; Keogh, Jayne – Australian Journal of Teacher Education, 2011
Pre-service teacher education programs play an important role in the development of beginning teacher' self-efficacy and identity. Research suggests that this development is influenced by the "apprenticeship of learning". However, there remains limited research about the self-efficacy beliefs and identity construction of beginning…
Descriptors: Preservice Teacher Education, Teacher Education Programs, Early Childhood Education, Self Efficacy
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Garvis, Susanne – Australian Journal of Music Education, 2009
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…
Descriptors: Preservice Teacher Education, Investigations, Self Efficacy, Cognitive Processes
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Garvis, Susanne – Australian Journal of Music Education, 2011
This paper presents a story constellation about a beginning teacher (who is also the principal) located in a one-teacher school in an isolated community in Queensland, Australia. The constellation documents the teacher's self-efficacy for teaching the arts (music, dance, drama, visual arts and media). Tabitha, the participant, shares insights…
Descriptors: Rural Schools, Visual Arts, Self Efficacy, Foreign Countries
Garvis, Susanne – Online Submission, 2009
Arts education is an essential component of a comprehensive education, requiring highly skilled teachers to achieve quality arts integration (Andrews, 2004). It equips students with skills necessary for the 21st century workforce, allowing nations to develop the human resources necessary to tap their cultural capital (UNESCO, 2006). A world trend…
Descriptors: Classroom Techniques, Instructional Design, Teacher Effectiveness, Self Efficacy
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Garvis, Susanne; Pendergast, Donna – International Journal of Education & the Arts, 2010
This paper examines and reports on beginning generalist teacher self-efficacy, which Bandura (1997) suggests plays an important part in student outcomes. In 2008, 201 beginning generalist teachers throughout the state of Queensland, Australia, participated in a study that aimed to provide a snapshot of current perceptions towards support in…
Descriptors: Self Efficacy, Foreign Countries, Beginning Teachers, Art Education
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Garvis, Susanne; Twigg, Danielle; Pendergast, Donna – Australasian Journal of Early Childhood, 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…
Descriptors: Feedback (Response), Preservice Teacher Education, Self Efficacy, Cooperating Teachers
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Keogh, Jayne; Garvis, Susanne; Pendergast, Donna; Diamond, Pat – Australian Journal of Teacher Education, 2012
The intensification process associated with the first year of teaching has a significant impact on beginning teachers' personal and professional lives. This paper uses a narrative approach to investigate the electronic conversations of 16 beginning teachers on a self-initiated group email site. The participants' electronic exchanges demonstrated…
Descriptors: Teaching Experience, Electronic Mail, Beginning Teachers, Self Determination
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Garvis, Susanne; Prendergast, Donna – Australasian Journal of Gifted Education, 2015
The profile of gifted education is being raised in Queensland (Australia) schools in recognition of the potential benefits to students of engaging in such programs. Little is known, however, about what types of programs are being delivered, especially in the early years. Since many programs are created by individuals, it is important to understand…
Descriptors: Foreign Countries, Academically Gifted, Case Studies, Knowledge Level
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Twigg, Danielle; Pendergast, Donna; Flückiger, Bev; Garvis, Susanne; Johnson, Greer; Robertson, Jan – International Research in Early Childhood Education, 2013
Professional development in the form of coaching has the potential to support practitioners who are being inducted into new policy and curriculum initiatives. This paper examines the efficacy of a coaching program in its support of educators to align their practice with the Victorian Early Years Learning and Development Framework for all Children…
Descriptors: Early Childhood Education, Coaching (Performance), Preschool Teachers, Program Evaluation
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Lemon, Narelle; Garvis, Susanne – Australian Journal of Teacher Education, 2013
The arts are an important compulsory subject area in Australian schooling. In 2014, the Australian National Curriculum for the arts is scheduled for implementation. While the arts may be a compulsory subject area and expected to be taught in classrooms by primary school teachers, current perceptions held by teachers may be different to the view…
Descriptors: Elementary Education, Role Perception, Art Education, Foreign Countries
Garvis, Susanne – Online Submission, 2012
The arts are a key developmental area in early childhood education. Subsequently, it is important that generalist teachers know how to teach suitable arts knowledge and skills. As a teacher educator, the responsibility of this falls within the author's teaching. It is her job to teach future teachers suitable arts knowledge and skills. This…
Descriptors: Foreign Countries, Higher Education, Teacher Educators, Methods Courses