Visual Arts Self-Efficacy and Professional Attitudes: A Deep Dive into Pre-Service Primary Teachers' Perspectives

Gülcan Erden Kocaarslan; Doç. Dr. Martina Rıedler Eryaman

doi:10.17275/per.24.32.11.3

EN

Visual Arts Self-Efficacy and Professional Attitudes: A Deep Dive into Pre-Service Primary Teachers' Perspectives

Abstract

The role of art education in the holistic development of young children is undeniably essential. This form of education not only shapes the perceptions and worldviews of children but also nurtures and cultivates their innate creative capabilities. In this context, the roles of primary school teachers and pre-service primary educators are quite crucial to achieve this goal. This study investigates the self-efficacy beliefs of pre-service primary educators concerning visual arts instruction, as well as their attitudes toward the pedagogical profession. The research cohort comprises 160 pre-service primary educators from a prominent state university in Türkiye. Instruments utilized in this study include the "Self-efficacy Scale for Visual Arts Teaching" and the "Attitude Towards Teaching Profession Scale". The findings reveal a subtle yet statistically significant correlation between the pre-service teachers' self-efficacy beliefs in visual arts instruction and their attitudes toward the pedagogical profession. Notably, there was a discernible difference in the self-efficacy beliefs concerning visual arts instruction in favor of participants with family members engaged in artistic endeavor. Furthermore, an upward trend was observed in both the self-efficacy beliefs in visual arts teaching and attitudes toward the teaching profession as the academic grade level advanced. In light of the findings, we suggested some remarkable implications.

Keywords

visual arts teaching , attitudes toward the teaching profession , pre-service primary teacher , self-efficacy beliefs

References

Açışlı, S. & Kolomuç, A. (2012). Study of the would-be class teachers’ attitude towards the profession. Journal of Research in Education and Teaching, 1(2), 266-271.
Akbaş, A. & Çelikkaleli, Ö. (2006). The investigation of the preservice elementary teachers’ science instruction self-efficacy beliefs according to their gender, type of education, and universities. Mersin University Journal of the Faculty of Education, 2(1), 98-110.
Akbulut, E. (2006). Self-efficacy beliefs of the potential music teachers about their professions. Van Yüzüncü Yıl University Journal of Education, 3(2), 24-33.
Aksoy, M. E. (2010). Prospective teachers' attitudes towards teaching profession (The case of Gaziosmanpaşa University). The Journal of Social Sciences Research (JSSR), 2, 197-212.
Alsarawi, A., & Sukonthaman, R. (2023). Preservice teachers’ attitudes, knowledge, and self-efficacy of inclusive teaching practices. International Journal of Disability, Development and Education, 70(5), 705-721. https://doi.org/10.1080/1034912X.2021.1922992
Altunbaş, S. (2011). Investigating classroom teachers' self-efficacy in primary schools (Unpublished master's thesis). Fırat University, Elazığ, Turkey.
Anderson, S. E., & Maninger, R. M. (2007). Preservice teachers’ abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151–172. https://doi. org/10.2190/H1M8-562W-18J1-634P.
Aslim, S. T. (2013). Evaluation of the attitudes of candidate elementary teachers to the profession of teaching. Gazi University Journal of Industrial Arts Education Faculty, 32, 65-81.
Avcı, A. (2008). The relationship between preservice elementary teachers’ perception of science teachers and their science teaching self-efficacy beliefs through their self-drawings (Unpublished master's thesis). Ege University, İzmir, Turkey.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://doi.org/10.1016/0146-6402(78)90002-4

Bandura, A. (1997). Self-efficacy: The exercise of control. Worth Publishers.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26. http://dx.doi.org/10.1146/annurev.psych.52.1.1
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares ve T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp.1-43). Greenwich, CT: Information Age.
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9–44. https://doi.org/10.1177/0149206311410606.
Bandura, A. (Ed.). (1995). Self-efficacy in changing societies. Cambridge University Press. https://doi.org/10.1017/CBO9780511527692
Beard, J. L. (2016). Self-directed learning: A potential predictor of technology integration confidence among pre-service teachers (Unpublished doctoral dissertation). University of Tennessee, Knoxville, USA.
Brandon, D. (2000). Self-efficacy: Gender differences of prospective primary teachers in Botswana. Research in Education, 64(1), 36-43. https://doi.org/10.7227/RIE.64.4
Bulut, İ. (2009). Evaluation of teacher candidates’ attitudes concerning teaching profession (Dicle and Fırat University sample). Dicle University Journal of Ziya Gokalp Education Faculty 14, 13-24.
Çakır İlhan, A. (2003). Training programs for classroom teachers and art education. Ankara University Journal of Faculty of Educational Sciences (JFES), 36(1) ,13-24. https://doi.org/10.1501/Egifak_0000000081.
Can, A. (2013). Data analysis in scientific research process with SPSS. Ankara: Pegem Academy Publication.
Çapa, Y. & Çil, N. (2000). Investigation of pre-service teachers' attitudes towards teaching profession in terms of different variables. Hacettepe University Journal of Education, 18, 69-73.
Çatıkkaş, D. (2014). The investigation of prospective teachers' self-efficacy in art education (Unpublished master's thesis) Gaziosmanpaşa University, Tokat, Türkiye.
Çetin, Ş. (2003). The Comparasion of attitudes of students in education faculties, who qraduated from Anatolian teaching high schools and general high schools (Unpublished doctoral dissertation). Gazi University, Ankara, Türkiye.
Çevik, D. B. (2011). Examining elementary education pre-service teachers’ self-efficacy beliefs. Journal of Ahi Evran University Kırsehir Education Faculty, 12(1), 145-168.
Chakraborty, A., & Mondal, B. C. (2014). Attitude of prospective teachers towards teaching profession. American Journal of Social Sciences, 2(6), 120-125.
Chao, W. Y. (2001). Using computer self-efficacy scale to measure the attitudes of Taiwan elementary pre-service teachers toward computer technology (Unpublished doctoral dissertation). Atlantic University, USA.
CoHE (2018). Primary school teacher education program. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/YeniOgretmen-Yetistirme-Lisans-Programlari/Sinif_Ogretmenligi_Lisans_Programi09042019.pdf.
Collins A. (2016). Generalist pre-service teacher education, self-efficacy and arts education: An impossible expectation? International Journal of Education & the Arts, 17(24-27), 1-23. http://www.ijea.org/v17n26
Cox, M. (1992). Children's drawings. London: Penguin Books.
Denee, R., Lindsay, G. & Probine, S. (2023). Visual arts self-efficacy: Impacts and supports for early childhood teachers. Early Childhood Education Journal. https://doi.org/10.1007/s10643-023-01489-5
Dilmaç, O. & İnanç, C. (2015). The self-sufficiency levels of classroom teachers about visual arts course. Bartın University Journal of Faculty of Education, 4(2), 382-398. https://doi.org/10.14686/buefad.v4i2.1082000254
Dilmaç, O. (2009). Determination of visual arts teacher candidates' self-efficacy levels. National Education Journal, 182, 72-85.
Doğan, S. (2013). Research is analysis of primary school teachers’ perception of self-efficacy attitude for teachership (Unpublished master’s thesis). Erzincan University, Erzincan, Turkey.
Ekici, G. (2008). The effects of the classroom management lesson on preservice teachers’ teacher sense of self-efficacy. Hacettepe University Journal of Education, 35, 98-110.
Ergen, Ö. G. Y. & Toman, Ö. G. U. (2014). Research of classroom teacher 4. grade students 'attitudes towards teaching profession (Bayburt University Faculty of Education Sample). Journal of Research in Education and Teaching, 3(1), 375- 383.
Eroğlu, M. (2012). Resistance behaviors of prospective teachers toward teaching profession knowledge courses (Unpublished master’s thesis). Fırat University, Elazığ, Turkey.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
Garvis, S., & Pendergast, D. (2010). Middle years teachers' past experiences of the arts: Implications for teacher education. Australian Journal of Music Education, 2, 28-40.
Gay, L. R., Mills, G. E., & Airasian, P. W. (2006). Educational research: Competencies for analysis and applications. Upper Saddle River, N.J: Pearson Merrill Prentice Hall.
Gomez, F. C., Jr, Trespalacios, J., Hsu, Y. C., & Yang, D. (2022). Exploring teachers' technology integration self-efficacy through the 2017 ISTE standards. TechTrends, 66 (2), 159-171. https://doi.org/10.1007/s11528-021-00639-z
Green, L., Chedzoy, S., Harris, W., Mitchell, R., Naughton, C., Rolfe, L., & Stanton, W. (1998). A study of student teachers’ perceptions of teaching the arts in primary schools. British Educational Research Journal, 24(1), 95–107. http://www.jstor.org/stable/1501758
Gürbüztürk, O. & Genç, S. Z. (2004). Prospective teachers' views on teaching profession. Inonu University Journal of the Faculty of Education, 5(7), 47-62.
Hatlevik, O.E., Throndsen, I., Loi, M., & Guðmundsdóttir, G.B. (2018). Students' ICT self-efficacy and computer and information literacy: Determinants and relationships. Comput. Edu., 118, 107-119. https://doi.org/10.1016/j.compedu.2017.11.011
Hunter-Doniger, T., & Fox, M. (2020). Art connections: An investigation of art education courses for preservice generalists. Arts Education Policy Review, 121(2), 55-62. https://doi.org/10.1080/10632913.2018.1530709
İpek, C. & Bayraktar, C. (2009). Self-efficacy perceptions of pre-service primary teachers on physical education. Journal of Ahi Evran University Kırsehir Education Faculty, 10(2), 67-84.
Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing pre-service teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology & Society, 21(3), 48–59.
Kaçar, T. & Beycioğlu, K. (2017). The Investigation of elementary school teachers’ self-efficacy beliefs in terms of various variables. Elementary Education Online, 16(4), 1753-1767. https://doi.org/10.17051/ilkonline.2017.342988
Karasar, N. (2007). Scientific research method: Concepts, principles, techniques. Ankara: Nobel Publication.
Koç, E. G. (2016). Education psychology. A. Ulusoy (Ed.), Brain-based learning (ss.316- 323). Ankara: Anı Publication.
Kocaarslan, M. (2014). Analysis of prospective teachers' attitudes towards teaching as a profession. Asian Journal of Instruction, 2(1), 46-55.
Korkut, K & Babaoğlan, E. (2012). Primary school teachers’ self-efficacy. Int. Journal of Management Economics and Business, 8(16), 269-281.
Köse, S., Kaya, F., Gezer, K., & Kara, İ. (2011). Computer assisted conceptual change texts: an example on course implementation. Pamukkale University Journal of Education, 29, 73-88.
Krumsvik, R. J. (2011). Digital competence in Norwegian teacher education and schools. Högre Utbildning, 1(1), 39–51 https://www.researchgate.net/publication/305360830_Digital_competence_in_the_Norwegian_teacher_education_and_school
Lackey, L., Manifold, M., & Zimmerman, E. (2007). Elementary majors' resistance to art methods courses: Exploring issues of gender, class, and civility. Visual Culture and Gender, 2, 39–48.
Lemon, N., & Garvis, S. (2013). What is the role of the arts in a primary school?: An investigation of perceptions of pre-service teachers in Australia. Australian Journal of Teacher Education, 38(9), 1-9. http://dx.doi.org/10.14221/ajte.2013v38n9.7
Lippke, S. (2020). Self-efficacy theory. In: Zeigler-Hill, V., Shackelford, T.K. (eds) Encyclopedia of personality and individual differences. Springer, Cham. https://doi.org/10.1007/978-3-319-24612-3_1167
Lummis, G. W., Morris, J., & Paolino, A. (2014). An investigation of Western Australian pre-service primary teachers' experiences and self-efficacy in the arts. Australian Journal of Teacher Education, 39(5), 50-64.
Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), 133–163. https://doi.org/10.1111/j.1745-6916.2006.00010.x
Meiners, J., Schiller, W., & Orchard, J. (2004). Children and the arts: Developing educational partnerships between preschool, school, and tertiary sectors. Journal of In-Service Education, 30(3), 463–476. https://doi.org/10.1080/13674580400200251
Mena, J., Peinado, C., & Hernández, I. (2023). Preservice teachers’ self-efficacy beliefs on their role as teachers during the practicum. In D. Mifsud & S. P. Day (Eds.), Teacher Education as an Ongoing Professional Trajectory: Implications for Policy and Practice. Springer Nature. https://doi.org/10.1007/978-3-031-28620-9_4
Miraglia, J. L. (2006) Conceptions of art: a case study of elementary teachers, a principal, and an art teacher (Unpublished doctoral dissertation). University of Massachusetts, Amherts, USA.
Oğuz, A. &Topkaya, N. (2008). Teacher self-efficacy beliefs and attitudes towards teaching of secondary school field teaching students. Academic Perspective, 14, 23-36.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667–686. https://doi.org/10.1037/0022-0663.95.4.667
Riedler, M. (2016). Exploring the visual culture approach to art literacy and education in terms of the condition of postmodern children. Turkish Studies, 11, 623-630. http://dx.doi.org/10.7827/TurkishStudies.9751
Russell-Bowie, D. E. (2012). Developing pre-service primary teachers' confidence and competence in arts education using principles of authentic learning. Australian Journal of Teacher Education, 37(1), 60-74. https://doi.org/10.14221/ajte.2012v37n1.2
Şahin- Taşkın, Ç. & Hacıömeroğlu, G. (2010). Examining elementary preservice teachers’ self-efficacy beliefs: Combination of quantitative and qualitative methods. Inonu University Journal of the Faculty of Education,11(1), 21-40.
Sandıkçı, M. (2011). The Attitudes and Self Efficiency Perceptions of Nominee Teachers in Physical Education and Other Branches (Unpublished master’s thesis). Karadeniz Teknik University, Trabzon, Turkey.
Saracaloğlu, A, S., Serin, O., Bozkurt, N. & Serin, U. (2004). The factors that affects the attitudes of the candidate teachers towards teaching profession. Journal of Contemporary Education, 29 (31), 16-27.
Steele-Dadzie, T. (2004). Relationships among teacher self -efficacy, student self -efficacy, and student performance (Unpublished doctoral dissertation). The State University Of New Jersey, USA.
Tanel, R., Şengören, S. K. & Tanel, Z. (2007). Investigating attitudes of prospective physics teachers towards teaching as a profession regarding various variables. Pamukkale University Journal of Education, 2(22), 1-9.
Torkzadeh, G. & Van Dyke, T. P. (2002). Effects of training on internet self-efficacy and computer user attitudes. Computers in Human Behavior, 18(5), 479-494. https://doi.org/10.1016/S0747-5632(02)00010-9
Tschannen-Moran, M. & Woolfolk-Hoy, A. (2001). Teacher efficacy: Capturing an elusive concept. Teaching and Teacher Education, 17(7), 783-805. https://doi.org /10.1016/S0742-051X(01)00036-1
Tufan, Z. (2016). The relationship of science teachers' attitudes to the teaching professions and their self-efficacy (Unpublished master's thesis). İstanbul Aydın University, İstanbul, Turkey.
Tunçeli, H, İ. (2013). The relationship between candidate teachers’ communication skills and their attitudes towards teaching profession (Sakarya University sample). Pegem Journal of Education & Instruction, 3(3), 51-58.
Uchida, A., Michael, R. B., & Mori, K. (2018). An induced successful performance enhances student self-efficacy and boosts academic achievement. AERA Open, 4(4). https://doi.org/10.1177/2332858418806198
Vargas-Sánchez, A., Plaza-Mejía, M.Á., Porras-Bueno, N. (2016). Attitude. In: Jafari, J., Xiao, H. (eds) Encyclopedia of Tourism. Springer, Cham. https://doi.org/10.1007/978-3-319-01384-8_11
Welch, A. (1995). The self-efficacy of primary teachers in art education. Issues in Educational Research, 5 (1), 71-84. https://iier.org.au/iier5/welch.html
Willcox, L., & McCormick, K. (2023). Examining three populations of preservice teachers: SEL and art integration in elementary classrooms. Art Education, 76(5), 38-45. https://doi.org/10.1080/00043125.2023.2235115
Yenice, N. (2012). Investigating the self-efficacy and problem-solving skills of preservice teachers. Electronic Journal of Social Sciences, 11(39),36-58.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016

Details

Primary Language

English

Subjects

Educational Psychology

Journal Section

Research Article

Authors

Gülcan Erden Kocaarslan ^*
0000-0001-8697-6386
Türkiye

Doç. Dr. Martina Rıedler Eryaman
0000-0001-5207-9644
Türkiye

Early Pub Date

May 7, 2024

Publication Date

May 2, 2024

Submission Date

September 3, 2023

Acceptance Date

March 25, 2024

Published in Issue

Year 2024 Volume: 11 Number: 3

DOI

https://doi.org/10.17275/per.24.32.11.3

IZ

https://izlik.org/JA23NB34DZ

APA

Erden Kocaarslan, G., & Rıedler Eryaman, D. D. M. (2024). Visual Arts Self-Efficacy and Professional Attitudes: A Deep Dive into Pre-Service Primary Teachers’ Perspectives. Participatory Educational Research, 11(3), 22-42. https://doi.org/10.17275/per.24.32.11.3