[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594411-105":59,"doc-detail-594411-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","middle-years-teachers-past-experiences-of-the-arts-implications-for-teacher-education","Middle years teachers’ past experiences of the arts - Implications for teacher education","","In middle-years schooling (grades four to nine), generalist teachers commonly deliver integrated arts education, but teacher effectiveness in the arts depends on teacher efficacy. This paper examines past arts-education experience as a contributor to self-efficacy across six life stages, culminating in current arts educators’ practice. A questionnaire completed by 201 beginning teachers in Queensland, Australia, used open-ended responses analyzed by positive or negative valence. Results show widely divergent experiences across stages, shaping efficacy beliefs, with implications for teacher education.",{"@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/middle-years-teachers-past-experiences-of-the-arts-implications-for-teacher-education/594411/",{"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/middle-years-teachers-past-experiences-of-the-arts-implications-for-teacher-education/594411.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role does teacher self-efficacy play in arts education for middle-years students?","Question",{"text":112,"@type":113},"Teacher effectiveness with the arts is influenced by teachers’ sense of efficacy, which is linked to confidence and competence and shaped by beliefs developed through experience.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the study investigate teachers’ past experiences of arts education?",{"text":117,"@type":113},"Two hundred and one beginning teachers completed a questionnaire with open-ended questions about past arts education across six life stages, and responses were analyzed using positive or negative valence.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about teachers’ past arts experiences across life stages?",{"text":121,"@type":113},"Participants reported profoundly different experiences across selected life stages, with predominantly positive valence in childhood and predominantly negative valence during pre-service teacher education and early teaching.","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},594411,1792165960,{"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":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Middle years teachers’ past experiences of the arts: Implications for teacher education  \nSusie Garvis and Donna Pendergast  \nGriffith University  \nAbstract  \nIn the middle years of schooling, spanning grades four to nine, it is common practice for generalist teachers to deliver integrated arts education. Research confirms that teacher effectiveness with the arts is influenced by their sense of efficacy, which is derived from a coalition offactors including confidence, competence, subject mastery and past experience. This paper investigates one of the factors contributing to teacher self efficacy – their past experience of arts education, at six key life stages, culminating in their current experience as an arts educator. Two hundred and one beginning teachers in the middle years completed a questionnaire with open-ended questions designed to investigate past experiences as one of the factors contributing to teacher self-efficacy. Teachers were located in Queensland, Australia. Responses were analysed and categorised with a positive or negative valence. The results reveal that the cohort of respondents reported profoundly divergent past experiences with the arts over the life stages selected, ranging from a predominance of positive valence experiences during childhood, to predominantly negative valence experiences during pre-service teacher education and in the early months of teaching. The relationship between past experiences and the formation of teacher efficacy beliefs is outlined, and implications for teacher education shared.  \nKey words: middle years, teacher education, teacher effectiveness.  \nAustralian Journal of Music Education 2010:2, 28-40  \nIntroduction  \nIn the 21st Century knowledge economy thereis an increasing demand for creative, flexible, adaptable and innovative members of the workforce and of the general community (UNESCO, 2006). Concomitantly, education systems are expected to evolve to accommodate these new conditions. Arts education (in this case defined as music, dance, drama, visual arts and media in Queensland) is argued to equip students with these capacities, enabling them to express and critically evaluate ideas, and allowing nations to develop the human resources necessary to tap their valuable cultural capital (UNESCO, 2006). Consequently, arts education is increasingly regarded as an essential component  \nof a comprehensive education leading to the full development of the individual and ensuring participation in cultural and artistic life (Australian Ministerial Council on Education Employment, Training and Youth Affairs (MCEEYTA, 2005). The teaching of the arts in the middle years (in this case defined as grades four to nine) is typically undertaken by generalist trained teachers, yet, it is in the main agreed that quality arts education requires highly skilled professional teachers with high levels of self efficacy (Andrews, 2006; Kane, 2008; Oreck, 2001). The teaching of the arts by generalist teachers with a wide range of self-efficacy beliefs is reportedly problematic around the world. Until now, the problem has been researched from a ‘confidence’ perspective.  \nHowever as Bartel, Cameron, Wiggins and Wiggins (2004) argue,‘confidence’ alone is meaningless in determining self-efficacy unless it is accompanied by understandings around ‘competence’. When both elements of confidence and competence are investigated, then efficacy is determined. In Australia few studies have explored generalist teachers from the perspective of self-efficacy, especially in Queensland where this study was conducted.  \nTeacher self-efficacy  \nTeacher efficacy or self-belief is the “extent to which the teacher believes he or she has the capacity to affect student performance”(Bergman et al., 1977, p. 137) . It is constructed within the broader understandings of self-efficacy theory, which emphasises that people can exercise influence over what they do (Bandura, 2006) . Selfefficacy is defined as “beliefs in one’s c","cbCaivAx5prVzo4a","https://ap.wps.com/l/cbCaivAx5prVzo4a","pdf",120972,13,"English","# Abstract\n# Introduction\n# Teacher self-efficacy","[{\"question\":\"What role does teacher self-efficacy play in arts education for middle-years students?\",\"answer\":\"Teacher effectiveness with the arts is influenced by teachers’ sense of efficacy, which is linked to confidence and competence and shaped by beliefs developed through experience.\"},{\"question\":\"How did the study investigate teachers’ past experiences of arts education?\",\"answer\":\"Two hundred and one beginning teachers completed a questionnaire with open-ended questions about past arts education across six life stages, and responses were analyzed using positive or negative valence.\"},{\"question\":\"What did the study find about teachers’ past arts experiences across life stages?\",\"answer\":\"Participants reported profoundly different experiences across selected life stages, with predominantly positive valence in childhood and predominantly negative valence during pre-service teacher education and early teaching.\"}]","Middle years teachers’ past experiences of the arts - Implications for teacher education | PDF",1792079108,33]