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…

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…

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…

Ten women with autism spectrum disorder participated in oral interviews in order to share their experiences since their diagnosis and to discuss the factors that had enabled them to achieve success in different aspects of their life. Participants were encouraged to share their perspectives on their success and to discuss the challenges they…

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…

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…

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…

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 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…

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…

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…

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…

This article explores ninety-seven (n=97) Swedish Early Childhood (EC) preservice teachers' attitudes, concerns, and intentions to include children with disabilities in regular classrooms. A six-part self-reporting questionnaire was used to examine participants' attitudes, concerns, efficacy, and intentions toward inclusion. The results showed…

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…

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…