Measuring self-perceptions of creative identity: a cross-cultural comparison of the creative identities of pre-service music teachers in the US and Australia.
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| Title: | Measuring self-perceptions of creative identity: a cross-cultural comparison of the creative identities of pre-service music teachers in the US and Australia. |
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| Authors: | Randles, Clint1 clint.randles@gmail.com, Ballantyne, Julie2 |
| Source: | Music Education Research. May2018, Vol. 20 Issue 2, p231-241. 11p. |
| Subject Terms: | *Creative ability testing, *Creative ability, *Student teachers, *Music teachers, *Professional education |
| Geographic Terms: | Australia, United States |
| Abstract: | The purpose of this study was to examine and compare the creative musical identities of pre-service music education students in the US and Australia. This work builds on prior work that has employed similar procedures with pre-service music teachers (PSMTs) in England and Finland. As in prior research, the creative identity in music (CIM) measure was utilised with both the US and Australian PSMT populations ( |
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| Database: | Education Research Complete |
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| Abstract: | The purpose of this study was to examine and compare the creative musical identities of pre-service music education students in the US and Australia. This work builds on prior work that has employed similar procedures with pre-service music teachers (PSMTs) in England and Finland. As in prior research, the creative identity in music (CIM) measure was utilised with both the US and Australian PSMT populations (<italic>N</italic> = 298). Items of CIM relate to music-making activities often associated with creativity in music education in the literature, including composition, improvisation, and popular music performance. Results suggest that the CIM is a valid tool for measuring creative identity as defined by the researchers. Furthermore, while both populations of pre-service teachers are similarly willing to allow for creativity in the classroom, as measured by CIM Sub-Scale #3, research findings suggest that Australian PSMTs indicate a stronger degree of creative music-making self-efficacy (<italic>p</italic> < .0001), value the areas of creative identity as measured by CIM to a significantly greater extent (<italic>p</italic> < .0001), and value the use of popular music listening/performing within the learning environment to a significantly greater extent (<italic>p</italic> < .0001) than US PSMTs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14613808 |
| DOI: | 10.1080/14613808.2016.1249360 |
