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Measuring preservice teacher self-efficacy in music and visual arts: Validation of an amended science teacher efficacy belief instrument
ARTICLE

, Edith Cowan Institute for Education Research, Australia ; , School of Education, Australia ; , Edith Cowan Institute for Education Research, Australia ; , School of Education, Australia

TATE Volume 64, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The Science Teacher Efficacy Belief Instrument has been a widely reported measure of teachers' personal efficacy and outcome efficacy beliefs. This pilot study examined if the instrument could be amended for use in The Arts learning area. A small cohort of 110 Graduate Diploma of Education preservice teachers participated in the pilot. Factor structures were examined through confirmatory factor analyses. The model displaying best fit consisted of six items measuring outcome expectancy and 10 items related to teaching efficacy. Measuring self-efficacy is important as many teachers who teach the Arts in Australia and internationally are not subject specialist teachers.

Citation

Morris, J.E., Lummis, G.W., McKinnon, D.H. & Heyworth, J. (2017). Measuring preservice teacher self-efficacy in music and visual arts: Validation of an amended science teacher efficacy belief instrument. Teaching and Teacher Education: An International Journal of Research and Studies, 64(1), 1-11. Elsevier Ltd. Retrieved March 28, 2024 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2017.01.014

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