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A global trend indicates that pre-service teachers often show low confidence and limited content knowledge for arts teaching. Grounded in teacher self-efficacy theory, the study explores how efficacy beliefs form early, resist change, and guide perceptions of opportunities and impediments, shaping motivation through confirmatory and disconfirmatory experiences.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/establishing-the-theoretical-construct-of-pre-service-teacher-self-efficacy-for-arts-education-exploratory-investigation/594399/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/establishing-the-theoretical-construct-of-pre-service-teacher-self-efficacy-for-arts-education-exploratory-investigation/594399.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What issue does the paper focus on regarding arts education teaching?","Question",{"text":112,"@type":113},"The paper addresses the gap between positive research on arts education outcomes for students and the less positive evidence on teacher competence to teach arts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does teacher self-efficacy relate to pre-service teachers’ development?",{"text":117,"@type":113},"Teacher self-efficacy is described as forming during the early teaching years; once developed, it becomes resistant to change and influences how teachers perceive learning opportunities and obstacles.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the exploratory study include and aim to provide?",{"text":121,"@type":113},"Fifteen pre-service teachers complete an adapted questionnaire to explore differences linked to demographic characteristics, educational contexts, and personal experiences. The work aims to guide beginning teacher support, teacher education, and administration.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594399,1792887382,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Establishing the theoretical construct of pre-service teacher self-efficacy for arts education  \nSusanne Garvis  \nGriffith University  \nAbstract  \nSignificant 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 teaching ofthe arts (Hennessy, Rolfe & Chedzoy, 2001; Russell Bowie, 2004). Teacher self-efficacy is still forming within the beginning years of teaching and once developed, is resistant to change (Bandura, 1997) . During this beginning phase, teachers create their own self-knowledge through efficacy beliefs as they reflect on teaching. Subsequently, efficacy beliefs determine how environmental opportunities and impediments are perceived (Bandura, 2006). From this assumption, the self-efficacy beliefs of pre-service teachers are important for investigation for recognition of confirming and disconfirming experiences that shape this motivational construct. Research suggests that an understanding of teacher self-efficacy beliefs for arts education holds the key to improving the current problem of instigation (Oreck, 2004) .  \nThis paper will provide an exploratory investigation of the theoretical construct of pre-service teacher self-efficacy. Fifteen pre-service teachers completed an adapted questionnaire based on teacher self-efficacy beliefs for the arts and personal experiences associated with the arts. These results form the basis of exploration regarding the variances created by demographic characteristics, educational contexts and personal experiences.  \nThe establishment and advancement of this theoretical understanding will provide guidance, planning and direction for beginning teacher support, teacher education and administration. It will provide greater understandings of how self-efficacy beliefs of teaching capabilities create powerful influences on the overall effectiveness of the teacher with students. Thus, it is possible to advance understandings of how pre-service teachers’ regulate their own behaviour for teaching arts education through changes to their motivation, thought processes and actions.  \nKey words: arts education, teacher education, self efficacy.  \nAustralian Journal of Music Education 2009:1, 29-37  \nArts Education in Australia  \nIn Australia, arts education is a key learning area, endorsed by the Hobart Declaration (MCEETYA, 1988) and more recently in the National Education and the Arts Statement (MCEETYA, 2005) . It consists of music, drama, dance, visual arts and media. Quality arts education requires highly  \nskilled professional teachers to achieve quality education (Andrews, 2004). The responsibility of the generalist teacher to engage with artistic practice in their classroom is dependent on their own beliefs about school context, pressures ofthe curriculum and benefits of the arts for students. Confidence, motivation and self-knowledge also  \ninform a teachers’ belief system. These beliefs operate as a key factor in a generative system of human competence (Bandura, 1997), leading to the assumption that they are powerful influences on the overall teachers’ effectiveness with students.  \nSeveral enquiries have been made into the quality of arts education occurring in schools over the past 13 years. In 1995, the Australian Senate Inquiry into Arts Education (1995) investigated arts teacher education raining for generalist teachers, noting that the teaching of arts education in school was poor because of inadequate teacher training anda lack of confidence by generalist teachers to teach the arts. In the Senate’s own words, teachers “created a strong impulse to marginalise the arts in their teaching”(1995, p. 49). The Inquiry recommended improvements to the monitoring of curriculum change, the implementation","cbCailTOXLLYxBXp","https://ap.wps.com/l/cbCailTOXLLYxBXp","pdf",103603,"English","# Abstract\n## Background and problem\n## Theoretical construct and rationale\n## Study aims and methods\n## Key findings and implications\n## Arts education in Australia\n## Senate Inquiry and national reviews\n## Recommendations for teacher education","[{\"question\":\"What issue does the paper focus on regarding arts education teaching?\",\"answer\":\"The paper addresses the gap between positive research on arts education outcomes for students and the less positive evidence on teacher competence to teach arts.\"},{\"question\":\"How does teacher self-efficacy relate to pre-service teachers’ development?\",\"answer\":\"Teacher self-efficacy is described as forming during the early teaching years; once developed, it becomes resistant to change and influences how teachers perceive learning opportunities and obstacles.\"},{\"question\":\"What does the exploratory study include and aim to provide?\",\"answer\":\"Fifteen pre-service teachers complete an adapted questionnaire to explore differences linked to demographic characteristics, educational contexts, and personal experiences. The work aims to guide beginning teacher support, teacher education, and administration.\"}]","Establishing the theoretical construct of pre-service teacher self-efficacy for arts education - Exploratory investigation | PDF",1792079086,23]