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An exploratory investigation on the influence of practical experience towards shaping future early childhood teachers’ practice in the arts
Susanne Garvis
Griffith University
ACCORDING TO THE NATIONAL Education and the Arts Statement (Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2007), all children and young people should have a high-quality arts education. The statement also supports the notion that arts experience can be the first meaningful point of engagement in the education system for students. To achieve quality arts education, teachers require a high level of skill and training (Andrews, 2004). This suggests teachers require significant training to help develop a strong sense of perceived capability towards teaching in the area of arts education.
This study explores the beliefs of early childhood teachers in their first three years of teaching. Focusing on self-efficacy beliefs, this study used Bandura’s (1997) model of self-regulated learning as a base from which to consider sources of an early childhood teacher’s sense of agency related to teaching the arts. Findings suggest teachers develop beliefs about arts education during practical experience that shape attitudes towards teaching arts in the early years. These findings have important messages for improving arts education.
Australasian Journal of Early Childhood – Volume 36 No 3 September 2011
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