Supporting novice teachers of the arts

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Title Supporting novice teachers of the arts
Author Garvis, Susie; Pendergast, Donna Lee
Journal Name International Journal of Education & the Arts
Editor Margaret Macintyre Latta
Year Published 2010
Place of publication United States
Publisher Arizona State University
Abstract 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 schools for the arts. Beginning teachers were asked to rank their school support for a number of different subjects in the school curriculum and provide written justification for these rankings. Results suggest that beginning teachers perceived a general lack of support for the teaching of the arts in their classroom, compared to English and maths. They reported that schools provided greater financial support, assistance and professional development for the teaching of literacy and numeracy with a view to increase school performance in national testing. Findings provide key insights for school administrators and policy makers for the adequate delivery of arts education in Queensland schools, particularly when this task falls to generalist teachers with little or no subject expertise in the arts.
Peer Reviewed Yes
Published Yes
Publisher URI http://www.ijea.org/
Copyright Statement Copyright 2010 IJEA. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Volume 11
Issue Number 8
Page from 1
Page to 21
ISSN 1529-8094
Date Accessioned 2010-06-24
Date Available 2010-09-01T08:08:56Z
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Faculty of Education
Subject Creative Arts, Media and Communication Curriculum and Pedagogy
URI http://hdl.handle.net/10072/31968
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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