Learning to Teach Without Teaching - A Mixed Methods Case Study of Preservice Teachers’ Efficacy Beliefs and Perceptions of an Evidence-based Creative Arts Subject

Oct 15, 2026

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Recognition of the inherent value of Creative Arts in society often fails to translate into meaningful action, contrasting with entrenched issues such as poor teacher attitudes, disengaging practices, and low status. Initial Teacher Education programs and preservice teachers are central to long-term improvement in Creative Arts education. This paper reports a mixed methods case study of 24 preservice teachers, analyzing CATEBI-B Likert efficacy data via MANOVA and repeated-measures tests alongside thematic analysis of qualitative survey responses.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Abstract

Introduction

Study Methods

Results

Implications and Further Research

Australian Journal of Teacher Education | Volume 47 Issue 7 | Article 6 | | --- | --- | | 2022
Learning to Teach Without Teaching: A Mixed Methods Case Study of Preservice Teachers’ Efficacy Beliefs and Perceptions of an Evidence-based Creative Arts Subject
James Deehan
Charles Sturt University
Rachael C. Hutchesson
Charles Sturt University, Bathurst
Paul Parker
Charles Sturt University, Bathurst
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Art Education Commons, and the Curriculum and Instruction Commons | | Recommended Citation Deehan, J., Hutchesson, R. C., & Parker, P. (2022) . Learning to Teach Without Teaching: A Mixed Methods Case Study of Preservice Teachers’ Efficacy Beliefs and Perceptions of an Evidence-based Creative Arts Subject. Australian Journal of Teacher Education, 47(7) . [http://dx.doi.org/10.14221/ajte.2022v47n7.6](http://dx.doi.org/10.14221/ajte.2022v47n7.6) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss7/6](https://ro.ecu.edu.au/ajte/vol47/iss7/6) Learning to Teach Without Teaching: A Mixed Methods Case Study of Preservice Teachers’ Efficacy Beliefs and Perceptions of an Evidence-based Creative Arts Subject James Deehan. Charles Sturt University Rachael C. Hutchesson Paul Parker Charles Sturt University, Bathurst Abstract: Recognition of the inherent value of the Creative Arts in society seldom extends beyond rhetoric to meaningful action. The powerful ways the Creative Arts are positioned within curriculum documents, for example, stand in contrast to entrenched problems such as poor teacher attitudes, disengaging teaching practices and low status. Initial Teacher Education (ITE) programs and preservice teachers are essential to the long-term improvement ofCreative Arts education. Creative Arts in ITE is also an interesting context in which to examine the divide between Subject Matter Knowledge (SMK) and Pedagogical Knowledge (PK) that has influenced both educational research and policy. This paper reports on a mixed methods case study of 24 preservice teachers’Creative Arts teaching efficacy beliefs and perceptions as they completed an evidence-based, disciplinefocussed creative arts subject. The Likert scale efficacy data, collected via the CATEBI-B, modified from the established STEBI-B (Enochs & Riggs, 1990), were analysed via MANOVA with repeated measures and T-tests. These analyses were complemented by thematic analysis of qualitative survey data. Results showed statistically significant increases in participants'personal Creative Arts teaching efficacy upon completion ofthe subject. The significance of Creative Arts teaching outcome expectancy increases was questionable and the qualitative results were somewhat mixed despite being mostly positive. Implications of these findings and directions for further research in this space are discussed. Keywords: Creative Arts, Initial Teacher Education, Efficacy, Mixed Methods, Preservice Teacher, Tertiary Introduction There has long been substantial dissonance between the acceptance of Creative Arts as overwhelmingly beneficial and the relatively marginal position of Creative Arts in our education system; with this low status being partially attributed to the subjective nature of the Creative Arts disciplines (Barton et al., 2013; Eisner, 2002) being contrary to neo-liberal conceptualisations of education. Pursuit of Creative Arts can fulfill both foundational and higher order needs (Lloyd, 2017) . Creative pursuits are central to human experiences of imagination, feeling, spontaneity, self-awareness and judgment (Richards, 2007; Silvia et al., 2014). Creative Arts can also catalyse the development of the critical (Eisner, 1965 ; 2002) and reflective (Lampert, 2006) thi

FAQs

What is the main focus of the study?

The study examines preservice teachers’ efficacy beliefs and perceptions after completing an evidence-based, discipline-focused creative arts subject.

How were the quantitative data analyzed?

Likert scale efficacy data from the CATEBI-B (modified from STEBI-B) were analyzed using MANOVA with repeated measures and T-tests.

What did the results show after completing the subject?

Participants showed statistically significant increases in personal Creative Arts teaching efficacy, while changes in outcome expectancy were less clear and qualitative findings were mostly positive but somewhat mixed.

Oct 15, 2026

Upload by Franzy