Supporting Novice Teachers of the Arts

Autor/inn/en	Garvis, Susanne; Pendergast, Donna
Titel	Supporting Novice Teachers of the Arts
Quelle	In: International Journal of Education & the Arts, 11 (2010) 8, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Self Efficacy; Foreign Countries; Beginning Teachers; Art Education; Art Teachers; Beginning Teacher Induction; Teacher Attitudes; Faculty Development; Financial Support; Drama; Music Education; Dance Education; Comparative Analysis; Teaching Skills; Language Arts; Mathematics Instruction; English Instruction; Visual Arts; Australia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Ausland; Junior teacher; Junglehrer; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Art teacher; Kunsterzieher; Kunsterzieherin; Lehrerverhalten; Finanzielle Förderung; Schauspiel; Musikerziehung; Dance; Tanzerziehung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Sprachkultur; Mathematics lessons; Mathematikunterricht; English langauage lessons; Englischunterricht; Optische Gestaltung; Australien
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. (Contains 3 figures, 2 footnotes, and 1 table.) (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