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The Effect of Drama in Early Childhood Education Course on Professional Development of Pre-service Teachers: Attitudes towards Drama and Teachers' Self-Efficacy Beliefs

Year 2022, Volume: 17 Issue: 2, 125 - 138, 06.09.2022

Abstract

This study aims to reveal the effect of Drama in Early Childhood Education course in the undergraduate program on the attitudes of teacher candidates towards drama and teachers’ self-efficacy beliefs as a professional development opportunity. A single-group pretest-posttest quasi-experimental research model was used to examine the effects of teacher candidates' attitudes towards drama and their teaching self-efficacy beliefs. The sample of this study consists of 52 sophomore students attending a pre-school teaching undergraduate program at a state university. "Attitude Scale Towards Creative Drama Lesson" was developed by Adıgüzel (2007) to determine pre-service teachers' attitudes towards drama, and the "Early Childhood Teachers’ Self-Efficacy Beliefs Scale" was developed by Tepe & Demir (2012) to determine teacher self-efficacy. The effect of this course was examined by making measurements before and after the Drama in Early Childhood Education course, which pre-school teacher candidates attended for 14 weeks. Since the data obtained from the Attitudes towards Creative Drama Lesson Scale did not show normal distribution, the Wilcoxon Rank test was used in the analysis, and the dependent groups' t-test was used because the data obtained from the early childhood teachers’ Self-Efficacy Beliefs Scale showed normal distribution. The findings revealed that there was a statistically significant difference in the attitudes towards the drama lesson and teachers' self-efficacy beliefs of the second year early childhood teacher candidates who took the "Drama Education in Early Childhood" course in the undergraduate program at the end of their 14-week education. For this reason, it has been concluded that drama education at the undergraduate level is an important opportunity for teacher candidates to develop their professional self-efficacy.

References

  • Abbott, P. (2014). Primary School Drama: Enhancing Trainee Teachers' Confidence and Subject Knowledge (Doctoral dissertation, University of Worcester).
  • Adıgüzel, Ö. (2007). Yaratıcı Drama (Okulöncesinde Drama ve İlköğretimde Drama) Derslerine İlişkin Tutum Ölçeği Geliştirilmesi. Yaratıcı Drama Dergisi, 1(2), 7-16.
  • Adıgüzel, Ö. (2019). Eğitimde yaratıcı drama. (5. Baskı) İstanbul: Yapı Kredi Yayınları.
  • Adıgüzel, Ö. (2020). Eğitimde Dramaya İlişkin Temel Kavramlar, Amaç ve Özellikler, Y. Arnas, & Adıgüzel, Ö. (Ed.). Erken Çocukluk Eğitiminde Drama (ss. 2-18). Pegem Akademi.
  • Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291-307.
  • Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.
  • Aydın Şengül, Ö., & Ünal, F. T. (2018). The Effect of Creative Drama on Pre-service Teachers' Communication Skills. Journal of Kirsehir Education Faculty, 19(2).
  • Baldwin, P. (2009). School improvement through drama: A creative whole class, whole school approach. A&C Black.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development (Vol. 6, pp. 1-60). Greenwich, CT: JAI.
  • Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117–148. doi:10.1207/s15326985ep2802_3
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Başçı, Z., & Gündoğdu, K. (2011). Öğretmen adaylarının drama dersine ilişkin tutumları ve görüşleri: Atatürk Üniversitesi örneği. İlköğretim Online, 10(2), 1-14.
  • Bencze, L., & Upton, L. (2006). Being your own role model for improving self-efficacy: An elementary teacher self-actualizes through drama-based science teaching. Canadian Journal of Science, Mathematics and Technology Education, 6(3), 207-226.
  • Berk, L. E. (2017). Development through the lifespan (7th ed.). Pearson.
  • Bowell, P., & Heap, B. S. (2013). Planning process drama: Enriching teaching and learning. Routledge.
  • Ceylan, Ş., & Ömeroğlu, E. (2007). Okul öncesinde drama dersinin üniversite öğrencilerine katkısının bazı değişkenlere göre incelenmesi. Yaratıcı Drama Dergisi, 1(3/4), 57-78.
  • Clift, R. T., & Wilson, S. (1984, April). Training preservice teachers to use dramatic activities with secondary school students. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED 258 168).
  • Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. The Journal of experimental education, 60(4), 323-337.
  • Fleming, M., C. Merrell, and P. Tymms. 2004. “The Impact of Drama on Pupils’ Language, Mathematics, and Attitude in Two Primary Schools.” Research in Drama Education: The Journal of Applied Theatre and Performance 9 (2): 177–197.10.1080/1356978042000255067
  • Freeman, G. D., Sullivan, K., & Fulton, C. R. (2003). Effects of creative drama on self-concept, social skills, and problem behavior. The Journal of Educational Research, 96(3), 131-138.
  • Frumos, L. (2015). Teachers’ sense of effıcacy and responsıbılıty for students’ outcomes. Journal of Innovation in Psychology, Education and Didactics, 19(2), 255-262.
  • Geng, G., Black, P., & Smith, P. (2017). Listen to the Voice of Pre-service Teachers. In The Challenge of Teaching (pp. 3-7). Springer, Singapore.
  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of educational psychology, 76(4), 569.
  • Gray, C., Pascoe, R., Wright, P. (2018). “I felt that I could be whatever I wanted”: Pre-service drama teachers’ prior experiences and beliefs about teaching drama. International Journal of Education & the Arts, 19(10). Retrieved from https://doi.org/10.18113/P8ijea1910
  • Gray, C., Pascoe, R., Wright, P. (2018). “I felt that I could be whatever I wanted”: Pre-service drama teachers’ prior experiences and beliefs about teaching drama. International Journal of Education & the Arts, 19(10). Retrieved from https://doi.org/10.18113/P8ijea1910
  • Hogan, S. (2008). Being ethical: how process drama assists pre-service drama teachers to reflect on professional ethics (Doctoral dissertation, Queensland University of Technology).
  • Hyson, M., Tomlinson, H. B., & Morris, C. A. (2009). Quality improvement in early childhood teacher education: Faculty perspectives and recommendations for the future. Early Childhood Research & Practice, 11(1), n1.
  • Jackman, H., Beaver, N., & Wyatt, S. (2014). Early education curriculum: A child's connection to the world. Cengage Learning.
  • Karacil, M., & Yayla, A. (2018). Yaratıcı drama yönteminin öğretmen adaylarının mesleki öz yeterliklerine etkisi. e-Kafkas Journal of Educational Research, 5(1), 51-60.
  • Kardash, C. A. M., & Wright, L. (1987). Does creative drama benefit elementary school students: a meta-analysis. Youth Theatre Journal, 1(3), 11-18.
  • Kari Smith & Lilach Lev‐Ari (2005) The place of the practicum in pre‐service teacher education: the voice of the students, Asia-Pacific Journal of Teacher Education, 33:3, 289-302, DOI: 10.1080/13598660500286333
  • Kennedy, M. M. (1999). The role of preservice teacher education. In Darling-Hammond L. & Sykes, G. Teaching as the learning profession: Handbook of policy and practice, 54-85. SanFrancisco: Jossey Bass.
  • Klassen, R. M., & Durksen, T. L. (2014). Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study. Learning and Instruction, 33, 158-169.
  • Kuşdemir Kayıran, B. (2018). Sınıf öğretmenliği adaylarının yaratıcı dramaya ilişkin algıları ve tutumları üzerine bir çalışma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 31(2), 679-708.
  • Lee, B., Cawthon, S., & Dawson, K. (2013). Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program. Teaching and Teacher Education, 30, 84-98.
  • Lorenzetti, N. L., & Kruger, A. C. (2020). Going to “The Land of Drama”: Behavior management techniques in a kindergarten sociodramatic play residency. Youth Theatre Journal, 34(1), 16-29.
  • Mages, W. K. (2008). Does creative drama promote language development in early childhood? A review of the methods and measures employed in the empirical literature. Review of Educational Research, 78(1), 124-152.
  • McCaslin, N. (2006) Creative Drama in the Classroom and Beyond. (8th ed.) Boston : Allyn and Bacon.
  • McLaren, M. R., Welsh, S., & Long, S. (2021). Subverting perceptions of academic and professional learning with drama. Asia-Pacific Journal of Teacher Education, 49(3), 249-261.
  • Melville, A. and Farran, L. (2021) Language and Reading through Drama: Teachers’ Self-Efficacy. Open Journal of Modern Linguistics, 11, 703-709. doi: 10.4236/ojml.2021.114055.
  • Melville, A. and Farran, L. (2021) Language and Reading through Drama: Teachers’ Self-Efficacy. Open Journal of Modern Linguistics, 11, 703-709. doi: 10.4236/ojml.2021.114055.
  • Milli Eğitim Bakanlığı [MEB], (2013). Okul Öncesi Eğitim Programı. Ankara: Vize Yayıncılık.
  • Mitchell, M. M. (1976). Teacher Attitudes. The High School Journal, 59(7), 302–312. http://www.jstor.org/stable/40365555
  • O’Sullivan, C., & Karavoltsou, A. A. (2011). Drama in education and self-directed learning for adults. Journal of Adult and Continuing Education, 17(2), 65.
  • O'Hara, M. (1984) Drama in education: A curriculum dilemma, Theory Into Practice, 23:4, 314-320, DOI: 10.1080/00405848409543133
  • O'Neill, C. (1989). Dialogue and drama: The transformation of events, ideas, and teachers. Language Arts, 66(5), 528-540.
  • Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: an insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46-57.
  • Perry, M., & Medina, C. (2011). Embodiment and performance in pedagogy research: Investigating the possibility of the body in curriculum experience. Journal of Curriculum Theorizing, 27(3).
  • Podlozny, A. (2000). Strengthening verbal skills through the use of classroom drama: A clear link. Journal of Aesthetic Education, 239-275.
  • Rosler, B. (2008). Process drama in one fifth-grade social studies class. Social Studies, 99 (6), 265-272.
  • Russell-Bowie, D. E. (2013). A tale of five countries: Background and confidence in preservice primary teachers in drama education across five countries. Australian Journal of Teacher Education (Online), 38(7), 59-74.
  • Schunk, D. H. (1991). Self-Efficacy and Academic Motivation. Educational Psychologist, 26(3-4), 207–231. doi:10.1080/00461520.1991.9653133
  • Schunk, D. H. (2012). Social Cognitive Theory, Learning theories: an educational perspective (6th ed., pp. 117–162). Pearson.
  • Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152-160.
  • Stanton, K., Cawthon, S., & Dawson, K. (2018). Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development. Teacher Development, 22(1), 51-77.
  • Toivanen, T., Komulainen, K., & Ruismäki, H. (2011). Drama education and improvisation as a resource of teacher student's creativity. Procedia-Social and Behavioral Sciences, 12, 60-69.
  • Tschannen-Moran, M., & Hoy, A. W. (2007).The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher Efficacy: Its Meaning and Measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
  • Ulubey, Ö., & Aykaç, M. (2016). Effects of human rights education using the creative drama method on the attitudes of pre-service teachers. The Anthropologist, 23(1-2), 267-279.
  • Vaughan, G., & Hogg, M. A. (2005). Attitudes Introduction to social psychology. Australia: Pearson Education.
  • Wilson, T. D., Dunn, D. S., Kraft, D., & Lisle, D. J. (1989). Introspection, attitude change, and attitude-behavior consistency: The disruptive effects of explaining why we feel the way we do. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 22). San Diego: Academic Press.
  • Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their beliefs about managing students. Teaching and teacher Education, 6(2), 137-148.
  • YÖK, (2018). Okul Öncesi Öğretmenliği Lisans Programı, Yeni Öğretmen Yetiştirme Programları, Programların Güncelleme Gerekçeleri, Getirdiği Yenilikler ve Uygulama Esasları (Retrived from) https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari

Erken Çocukluk Eğitiminde Drama Dersinin Öğretmen Adaylarının Mesleki Gelişimlerine Etkisi: Dramaya İlişkin Tutum ve Öğretmen Öz-yeterlik İnançları

Year 2022, Volume: 17 Issue: 2, 125 - 138, 06.09.2022

Abstract

Bu araştırmanın amacı Okul Öncesi Öğretmenliği Lisans Programında yer alan Erken Çocukluk Eğitiminde Drama dersinin öğretmen adaylarının dramaya yönelik tutumlarını ve mesleki gelişim fırsatı olarak öğretmenlik öz-yeterlik inançlarını nasıl etkilediğini belirlemektir. Lisans programında aldıkları drama eğitiminin öğretmen adaylarının dramaya ilişkin tutumlarına ve öğretmenlik öz-yeterlik inançlarına etkisinin incelenmesi için tek gruplu öntest-sontest yarı deneysel araştırma modeli kullanılmıştır. Bu çalışmanın örneklemini bir devlet üniversitesinde okul öncesi öğretmenliği lisans programı ikinci sınıfına devam eden 52 öğrenci oluşturmaktadır. Öğretmen adaylarının dramaya ilişkin tutumlarını belirlemek için Adıgüzel (2007) tarafından geliştirilen “Yaratıcı Drama Dersine Yönelik Tutum Ölçeği” ve öğretmen öz-yeterliklerini belirlemek için Tepe ve Demir (2012) tarafından geliştirilen “Okul Öncesi Öğretmenliği Öz-Yeterlik İnançları Ölçeği” kullanılmıştır. Okul öncesi öğretmen adaylarının 14 hafta boyunca katıldıkları “Erken Çocukluk Eğitiminde Drama” dersi öncesinde ve sonrasında ölçümler yapılarak bu derste yapılan uygulamaların etkisi incelenmiştir. Yaratıcı Drama Dersine Yönelik Tutum Ölçeğinden elde edilen verilerin normal dağılım göstermemesi nedeniyle analiz işlemlerinde Wilcoxon İşaretli Sıralar testi, Okul Öncesi Öğretmenliği Öz-Yeterlik İnançları Ölçeğinden elde edilen verilerin normal dağılım göstermesi nedeniyle bağımlı gruplar t-testi kullanılmıştır. Elde edilen bulgular, “Erken Çocukluk Eğitiminde Drama” dersini alan ikinci sınıf okul öncesi öğretmen adaylarının 14 haftalık eğitimleri sonunda drama dersine yönelik tutumlarında ve öğretmenlik öz-yeterlik inançlarında istatistiksel olarak anlamlı bir farklılık olduğunu göstermiştir. Bu farklılık her iki değişken için de olumlu yöndedir. Bu nedenle lisans düzeyinde drama eğitiminin öğretmen adayları için kendi mesleki öz-yeterliklerini geliştiren önemli bir fırsat olduğu saptanmıştır

References

  • Abbott, P. (2014). Primary School Drama: Enhancing Trainee Teachers' Confidence and Subject Knowledge (Doctoral dissertation, University of Worcester).
  • Adıgüzel, Ö. (2007). Yaratıcı Drama (Okulöncesinde Drama ve İlköğretimde Drama) Derslerine İlişkin Tutum Ölçeği Geliştirilmesi. Yaratıcı Drama Dergisi, 1(2), 7-16.
  • Adıgüzel, Ö. (2019). Eğitimde yaratıcı drama. (5. Baskı) İstanbul: Yapı Kredi Yayınları.
  • Adıgüzel, Ö. (2020). Eğitimde Dramaya İlişkin Temel Kavramlar, Amaç ve Özellikler, Y. Arnas, & Adıgüzel, Ö. (Ed.). Erken Çocukluk Eğitiminde Drama (ss. 2-18). Pegem Akademi.
  • Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291-307.
  • Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.
  • Aydın Şengül, Ö., & Ünal, F. T. (2018). The Effect of Creative Drama on Pre-service Teachers' Communication Skills. Journal of Kirsehir Education Faculty, 19(2).
  • Baldwin, P. (2009). School improvement through drama: A creative whole class, whole school approach. A&C Black.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development (Vol. 6, pp. 1-60). Greenwich, CT: JAI.
  • Bandura, A. (1993). Perceived Self-Efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117–148. doi:10.1207/s15326985ep2802_3
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Başçı, Z., & Gündoğdu, K. (2011). Öğretmen adaylarının drama dersine ilişkin tutumları ve görüşleri: Atatürk Üniversitesi örneği. İlköğretim Online, 10(2), 1-14.
  • Bencze, L., & Upton, L. (2006). Being your own role model for improving self-efficacy: An elementary teacher self-actualizes through drama-based science teaching. Canadian Journal of Science, Mathematics and Technology Education, 6(3), 207-226.
  • Berk, L. E. (2017). Development through the lifespan (7th ed.). Pearson.
  • Bowell, P., & Heap, B. S. (2013). Planning process drama: Enriching teaching and learning. Routledge.
  • Ceylan, Ş., & Ömeroğlu, E. (2007). Okul öncesinde drama dersinin üniversite öğrencilerine katkısının bazı değişkenlere göre incelenmesi. Yaratıcı Drama Dergisi, 1(3/4), 57-78.
  • Clift, R. T., & Wilson, S. (1984, April). Training preservice teachers to use dramatic activities with secondary school students. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED 258 168).
  • Coladarci, T. (1992). Teachers' sense of efficacy and commitment to teaching. The Journal of experimental education, 60(4), 323-337.
  • Fleming, M., C. Merrell, and P. Tymms. 2004. “The Impact of Drama on Pupils’ Language, Mathematics, and Attitude in Two Primary Schools.” Research in Drama Education: The Journal of Applied Theatre and Performance 9 (2): 177–197.10.1080/1356978042000255067
  • Freeman, G. D., Sullivan, K., & Fulton, C. R. (2003). Effects of creative drama on self-concept, social skills, and problem behavior. The Journal of Educational Research, 96(3), 131-138.
  • Frumos, L. (2015). Teachers’ sense of effıcacy and responsıbılıty for students’ outcomes. Journal of Innovation in Psychology, Education and Didactics, 19(2), 255-262.
  • Geng, G., Black, P., & Smith, P. (2017). Listen to the Voice of Pre-service Teachers. In The Challenge of Teaching (pp. 3-7). Springer, Singapore.
  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of educational psychology, 76(4), 569.
  • Gray, C., Pascoe, R., Wright, P. (2018). “I felt that I could be whatever I wanted”: Pre-service drama teachers’ prior experiences and beliefs about teaching drama. International Journal of Education & the Arts, 19(10). Retrieved from https://doi.org/10.18113/P8ijea1910
  • Gray, C., Pascoe, R., Wright, P. (2018). “I felt that I could be whatever I wanted”: Pre-service drama teachers’ prior experiences and beliefs about teaching drama. International Journal of Education & the Arts, 19(10). Retrieved from https://doi.org/10.18113/P8ijea1910
  • Hogan, S. (2008). Being ethical: how process drama assists pre-service drama teachers to reflect on professional ethics (Doctoral dissertation, Queensland University of Technology).
  • Hyson, M., Tomlinson, H. B., & Morris, C. A. (2009). Quality improvement in early childhood teacher education: Faculty perspectives and recommendations for the future. Early Childhood Research & Practice, 11(1), n1.
  • Jackman, H., Beaver, N., & Wyatt, S. (2014). Early education curriculum: A child's connection to the world. Cengage Learning.
  • Karacil, M., & Yayla, A. (2018). Yaratıcı drama yönteminin öğretmen adaylarının mesleki öz yeterliklerine etkisi. e-Kafkas Journal of Educational Research, 5(1), 51-60.
  • Kardash, C. A. M., & Wright, L. (1987). Does creative drama benefit elementary school students: a meta-analysis. Youth Theatre Journal, 1(3), 11-18.
  • Kari Smith & Lilach Lev‐Ari (2005) The place of the practicum in pre‐service teacher education: the voice of the students, Asia-Pacific Journal of Teacher Education, 33:3, 289-302, DOI: 10.1080/13598660500286333
  • Kennedy, M. M. (1999). The role of preservice teacher education. In Darling-Hammond L. & Sykes, G. Teaching as the learning profession: Handbook of policy and practice, 54-85. SanFrancisco: Jossey Bass.
  • Klassen, R. M., & Durksen, T. L. (2014). Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study. Learning and Instruction, 33, 158-169.
  • Kuşdemir Kayıran, B. (2018). Sınıf öğretmenliği adaylarının yaratıcı dramaya ilişkin algıları ve tutumları üzerine bir çalışma. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 31(2), 679-708.
  • Lee, B., Cawthon, S., & Dawson, K. (2013). Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program. Teaching and Teacher Education, 30, 84-98.
  • Lorenzetti, N. L., & Kruger, A. C. (2020). Going to “The Land of Drama”: Behavior management techniques in a kindergarten sociodramatic play residency. Youth Theatre Journal, 34(1), 16-29.
  • Mages, W. K. (2008). Does creative drama promote language development in early childhood? A review of the methods and measures employed in the empirical literature. Review of Educational Research, 78(1), 124-152.
  • McCaslin, N. (2006) Creative Drama in the Classroom and Beyond. (8th ed.) Boston : Allyn and Bacon.
  • McLaren, M. R., Welsh, S., & Long, S. (2021). Subverting perceptions of academic and professional learning with drama. Asia-Pacific Journal of Teacher Education, 49(3), 249-261.
  • Melville, A. and Farran, L. (2021) Language and Reading through Drama: Teachers’ Self-Efficacy. Open Journal of Modern Linguistics, 11, 703-709. doi: 10.4236/ojml.2021.114055.
  • Melville, A. and Farran, L. (2021) Language and Reading through Drama: Teachers’ Self-Efficacy. Open Journal of Modern Linguistics, 11, 703-709. doi: 10.4236/ojml.2021.114055.
  • Milli Eğitim Bakanlığı [MEB], (2013). Okul Öncesi Eğitim Programı. Ankara: Vize Yayıncılık.
  • Mitchell, M. M. (1976). Teacher Attitudes. The High School Journal, 59(7), 302–312. http://www.jstor.org/stable/40365555
  • O’Sullivan, C., & Karavoltsou, A. A. (2011). Drama in education and self-directed learning for adults. Journal of Adult and Continuing Education, 17(2), 65.
  • O'Hara, M. (1984) Drama in education: A curriculum dilemma, Theory Into Practice, 23:4, 314-320, DOI: 10.1080/00405848409543133
  • O'Neill, C. (1989). Dialogue and drama: The transformation of events, ideas, and teachers. Language Arts, 66(5), 528-540.
  • Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: an insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 46-57.
  • Perry, M., & Medina, C. (2011). Embodiment and performance in pedagogy research: Investigating the possibility of the body in curriculum experience. Journal of Curriculum Theorizing, 27(3).
  • Podlozny, A. (2000). Strengthening verbal skills through the use of classroom drama: A clear link. Journal of Aesthetic Education, 239-275.
  • Rosler, B. (2008). Process drama in one fifth-grade social studies class. Social Studies, 99 (6), 265-272.
  • Russell-Bowie, D. E. (2013). A tale of five countries: Background and confidence in preservice primary teachers in drama education across five countries. Australian Journal of Teacher Education (Online), 38(7), 59-74.
  • Schunk, D. H. (1991). Self-Efficacy and Academic Motivation. Educational Psychologist, 26(3-4), 207–231. doi:10.1080/00461520.1991.9653133
  • Schunk, D. H. (2012). Social Cognitive Theory, Learning theories: an educational perspective (6th ed., pp. 117–162). Pearson.
  • Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152-160.
  • Stanton, K., Cawthon, S., & Dawson, K. (2018). Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development. Teacher Development, 22(1), 51-77.
  • Toivanen, T., Komulainen, K., & Ruismäki, H. (2011). Drama education and improvisation as a resource of teacher student's creativity. Procedia-Social and Behavioral Sciences, 12, 60-69.
  • Tschannen-Moran, M., & Hoy, A. W. (2007).The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956.
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher Efficacy: Its Meaning and Measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.3102/00346543068002202
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There are 65 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Article
Authors

İnanç Eti 0000-0001-9736-094X

Meltem Emen 0000-0002-9372-4790

Publication Date September 6, 2022
Published in Issue Year 2022 Volume: 17 Issue: 2

Cite

APA Eti, İ., & Emen, M. (2022). Erken Çocukluk Eğitiminde Drama Dersinin Öğretmen Adaylarının Mesleki Gelişimlerine Etkisi: Dramaya İlişkin Tutum ve Öğretmen Öz-yeterlik İnançları. Yaratıcı Drama Dergisi, 17(2), 125-138.