scholarly journals The effect of a school-based outdoor education program on Visual Arts teachers’ success and self-efficacy beliefs

2017 ◽  
Vol 37 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Cigdem Hursen ◽  
◽  
Didem Islek
Keyword(s):  
Visual Arts ◽  
Education Program ◽  
Self Efficacy ◽  
Outdoor Education ◽  
Efficacy Beliefs ◽  
School Based ◽  
Arts Teachers

Visual arts pedagogy in early childhood contexts: The baggage of self-efficacy beliefs, pedagogical knowledge and limited pre-service training

2020 ◽  
pp. 183693912097906
Author(s):  
Gai Lindsay
Keyword(s):  
Early Childhood ◽  
Visual Arts ◽  
Self Efficacy ◽  
Case Study Research ◽  
Efficacy Beliefs ◽  
Early Childhood Educators ◽  
Arts Pedagogy ◽  
Arts Curriculum ◽  
Pedagogical Choices ◽  
Service Training

Visual arts provisions are central to children’s holistic, play-based learning, yet the visual arts self-efficacy beliefs and subject content knowledge of early childhood educators influence pedagogical choices. When early childhood educators lack the visual arts confidence, skills, and knowledge required to effectively support children’s visual arts learning and engagement, children’s learning in the visual arts domain may be restricted; resulting in a negative cycle of influence whereby the next generation are denied their right to access visual languages. Qualitative case study research explored the visual arts beliefs and pedagogy of 12 degree qualified and vocationally trained early childhood educators. The conceptual framework, designed to to interpret and analyse the research data, aligns Dewey’s philosophies of democracy, education and art with the philosophy and visual arts praxis of the Reggio Emilia approach to early childhood education. The research findings suggest educator’s low visual arts self-efficacy beliefs develop during childhood and are not improved by pre-service training, resulting in limited visual arts skills and knowledge. The research participants’ visual arts pedagogy appeared to be strongly influenced by the experiential ‘baggage’ they carried into their pre-service training and practice contexts, by the participants’ theoretical beliefs about children’s development and by a range of divergent beliefs about the purposes of visual art in the early childhood context. Although training has the potential to broadly inform knowledge and practice, this study suggests that unless limiting visual arts self-efficacy beliefs are disrupted by constructivist theoretical knowledge and combined with practical skills and knowledge, the visual arts curriculum offered to children may be significantly compromised.

scholarly journals Arts engagement outside of school: Links with Year 10 to 12 students’ intrinsic motivation and self-efficacy in responding to art

2018 ◽  
Vol 45 (4) ◽  
pp. 455-472 ◽  
Author(s):  
Julia E. Morris
Keyword(s):  
Intrinsic Motivation ◽  
Visual Arts ◽  
Self Efficacy ◽  
Quantitative Research ◽  
First Century ◽  
Secondary Schooling ◽  
School Based ◽  
Engagement Factors ◽  
Arts Engagement ◽  
The Relationship

Abstract This study draws on student engagement factors to examine the relationship between students’ non-school-based arts experiences on their intrinsic motivation and self-efficacy to participate in visual arts responding tasks. Visual arts responding in the curriculum includes learning about artists and artworks, decoding art and making critical judgements, and is important in building twenty-first century learning skills such as critical thinking and communication. A total of 266 Year 10 to 12 students from 18 schools in Western Australia (WA) participated in the quantitative research, which explored outside-school arts engagement as well as cognitive and psychological engagement factors in their current year of secondary schooling. The findings showed that while being an art consumer appears to impact on intrinsic motivation and self-efficacy, producing art as a hobby outside of school does not appear to do so. The research raised questions about links between practice and theory, and how to promote students’ engagement in responding.

Changes in Residents’ Self-Efficacy Beliefs in a Clinically Rich Graduate Teacher Education Program

2016 ◽  
Vol 38 (2) ◽  
pp. 137-155
Author(s):  
Heather M. Reynolds ◽  
A. Tina Wagle ◽  
Donna Mahar ◽  
Leigh Yannuzzi ◽  
Barbara Tramonte ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Efficacy Beliefs ◽  
Graduate Teacher Education

scholarly journals An Investigation of Pre-service Visual Arts Teachers’ Perceptions of Computer Self-Efficacy and Attitudes Towards Web-based Instruction

2020 ◽  
Vol 6 (4) ◽  
pp. 629
Author(s):  
Orhan Doğru
Keyword(s):  
Academic Success ◽  
Visual Arts ◽  
Self Efficacy ◽  
Web Based ◽  
Teachers Perceptions ◽  
Web Based Instruction ◽  
Arts Teachers ◽  
Based Instruction ◽  
Faculties Of Education ◽  
Computer Self Efficacy

This study aimed to examine the pre-service visual arts teachers’ perceptions of computer self-efficacy and attitudes towards web-based instruction studying at the Faculties of Education. Their perceptions of computer self-efficacy and attitudes towards web-based instruction were compared by the variables of gender, class and academic success based on causal comparison method. The participants of the study consisted of 250 pre-service teachers who received visual arts education at the Faculties of Education at Marmara, Necmettin Erbakan, Atatürk and Gazi Universities. Data were collected through Perceptions of Computer Self-efficacy Scale and Attitudes Towards Web-based Instruction Scale. The findings showed that the pre-service visual arts teachers’ perceptions of computer self-efficacy and attitudes towards web-based instruction were high. In addition, pre-service teachers’ perceptions of computer self-efficacy and attitudes towards web-based instruction differed by gender and year of study. There were significant positive correlations between pre-service visual arts teachers’ perceptions of computer self-efficacy and attitudes towards web-based instruction.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Personality's Correlates of Adult Development and Aging

2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca
Keyword(s):  
Personality Traits ◽  
Adult Development ◽  
Self Efficacy ◽  
Age Groups ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Cross Sectional ◽  
Education And Health ◽  
Development And Aging ◽  
And Gender

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

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