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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.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the main focus of the study?","Question",{"text":62,"@type":63},"The study examines preservice teachers’ efficacy beliefs and perceptions after completing an evidence-based, discipline-focused creative arts subject.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were the quantitative data analyzed?",{"text":67,"@type":63},"Likert scale efficacy data from the CATEBI-B (modified from STEBI-B) were analyzed using MANOVA with repeated measures and T-tests.",{"name":69,"@type":60,"acceptedAnswer":70},"What did the results show after completing the subject?",{"text":71,"@type":63},"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 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Teach Without Teaching: A Mixed Methods Case Study of Preservice Teachers’ Efficacy Beliefs and Perceptions of an Evidence-based Creative Arts Subject\u003Cbr>James Deehan\u003Cbr>Charles Sturt University\u003Cbr>Rachael C. Hutchesson\u003Cbr>Charles Sturt University, Bathurst\u003Cbr>Paul Parker\u003Cbr>Charles Sturt University, Bathurst\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Art Education Commons, and the Curriculum and Instruction Commons |  |\n\nRecommended Citation  \nDeehan, 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) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n7.6](http://dx.doi.org/10.14221/ajte.2022v47n7.6)  \n[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)  \nLearning to Teach Without Teaching: A Mixed Methods Case Study of Preservice Teachers’ Efficacy Beliefs and Perceptions of an Evidence-based  \nCreative Arts Subject  \nJames Deehan.  \nCharles Sturt University  \nRachael C. Hutchesson  \nPaul Parker  \nCharles Sturt University, Bathurst  \nAbstract: Recognition of the inherent value of the Creative Arts in  \nsociety seldom extends beyond rhetoric to meaningful action. The  \npowerful ways the Creative Arts are positioned within curriculum  \ndocuments, for example, stand in contrast to entrenched problems  \nsuch 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  \nresearch 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  \nincreases in participants'personal Creative Arts teaching efficacy  \nupon completion ofthe subject. The significance of Creative Arts  \nteaching outcome expectancy increases was questionable and the qualitative results were somewhat mixed despite being mostly positive.  \nImplications of these findings and directions for further research in this space are discussed.  \nKeywords: Creative Arts, Initial Teacher Education, Efficacy, Mixed Methods, Preservice Teacher, Tertiary  \nIntroduction  \nThere 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  \nimagination, 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","cbCaibJKWdCnNXpG","https://ap.wps.com/l/cbCaibJKWdCnNXpG","pdf",400281,27,"English","# Abstract\n## Introduction\n## Study Methods\n## Results\n## Implications and Further Research","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines preservice teachers’ efficacy beliefs and perceptions after completing an evidence-based, discipline-focused creative arts subject.\"},{\"question\":\"How were the quantitative data analyzed?\",\"answer\":\"Likert scale efficacy data from the CATEBI-B (modified from STEBI-B) were analyzed using MANOVA with repeated measures and T-tests.\"},{\"question\":\"What did the results show after completing the subject?\",\"answer\":\"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.\"}]","Learning to Teach Without Teaching - A Mixed Methods Case Study of Preservice Teachers’ Efficacy Beliefs and Perceptions of an Evidence-based Creative Arts Subject | PDF",1792078507,68]