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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.
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 (N = 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 (p < .0001), value the areas of creative identity as measured by CIM to a significantly greater extent (p < .0001), and value the use of popular music listening/performing within the learning environment to a significantly greater extent (p < .0001) than US PSMTs. [ABSTRACT FROM AUTHOR]
Copyright of Music Education Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Music+Education+Research%22&quot;&gt;Music Education Research&lt;/searchLink&gt;. May2018, Vol. 20 Issue 2, p231-241. 11p.
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  Data: 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 (&lt;italic&gt;N&lt;/italic&gt; = 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 (&lt;italic&gt;p&lt;/italic&gt; &lt; .0001), value the areas of creative identity as measured by CIM to a significantly greater extent (&lt;italic&gt;p&lt;/italic&gt; &lt; .0001), and value the use of popular music listening/performing within the learning environment to a significantly greater extent (&lt;italic&gt;p&lt;/italic&gt; &lt; .0001) than US PSMTs. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Music Education Research is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.1080/14613808.2016.1249360
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        Text: English
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        PageCount: 11
        StartPage: 231
    Subjects:
      – SubjectFull: Creative ability testing
        Type: general
      – SubjectFull: Creative ability
        Type: general
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Music teachers
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      – SubjectFull: Professional education
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      – SubjectFull: Australia
        Type: general
      – SubjectFull: United States
        Type: general
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      – TitleFull: 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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            NameFull: Randles, Clint
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              Text: May2018
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              Y: 2018
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