An Investigation of Early Childhood Teacher Self-Efficacy Beliefs in the Teaching of Arts Education

Autor/inn/en	Garvis, Susanne; Pendergast, Donna
Titel	An Investigation of Early Childhood Teacher Self-Efficacy Beliefs in the Teaching of Arts Education
Quelle	In: International Journal of Education & the Arts, 12 (2011) 9, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Visual Arts; Early Childhood Education; Self Efficacy; Young Children; Teacher Effectiveness; Teaching Skills; Art Education; Foreign Countries; Teacher Competencies; Dance Education; Drama; Media Literacy; Music Education; Mathematics Instruction; English (Second Language); Second Language Instruction; Australia + Suchen Sie Ihr Suchwort? Optische Gestaltung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Self-efficacy; Selbstwirksamkeit; Frühe Kindheit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Arts; Art in Education; Kunst; Bildung; Erziehung; Ausland; Lehrkunst; Dance; Tanzerziehung; Schauspiel; Media skills; Medie competence; Medienkompetenz; Musikerziehung; Mathematics lessons; Mathematikunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Australien
Abstract	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 classroom. Alternatively, if teachers have weak teacher self-efficacy in the teaching of arts education they are less likely to include aspects of the arts in their curriculum. Little is known about teacher self-efficacy beliefs towards arts education in early childhood education. Since arts education is an important element in the curriculum of any classroom--including all early childhood classrooms--investigation of the beliefs that shape teacher practice is desirable. In 2010, a survey was distributed using convenience sampling to early childhood teachers throughout Queensland. There were 21 respondents, representing a response rate of 27%. Each completed an adapted version of the Teachers' Sense of Efficacy Scale for Arts Education. Perceived competence towards each of the five arts strands (dance, drama, media, visual arts and music) were compared to perceived competence in maths and English. The number of hours taught in each of the arts strands was also investigated. Findings suggest all of the respondent early childhood teachers had greater perceived competence for teaching maths and English compared to any of the arts strands. Some early childhood teachers did not engage with some of the arts strands (particularly drama, dance, media) in their daily classrooms. These findings provide glimpses of the current day-to-day running of early childhood classrooms and the role of arts education in the current climate of policy reform and accountability. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10