Rethinking Teaching as a Performative Act: An Interdisciplinary Model Proposal Grounded in Voice, Body, and Narrative

Öz

This study proposes an interdisciplinary teacher education model that aims to foreground the performative and aesthetic dimensions of the teaching profession. Components that are often overlooked in traditional teacher education programs—namely voice, body, and narrative—are reconceptualized as foundational elements that shape the teacher’s classroom presence, expressive capacity, and professional self-narration. The model is structured around three core components: the expression of voice, the representation of the body, and the construction of narrative. These components are integrated through performative pedagogical approaches. The theoretical framework draws on John Dewey’s and Elliot Eisner’s perspectives on arts education, Dorothy Heathcote’s conception of the teacher-in-role, Erika Fischer-Lichte’s theory of performance, and Kristin Linklater’s voice pedagogy. The distinctive feature of the model lies in its ability to bring together these diverse theoretical sources under a single structural framework, thereby approaching teacher identity from an aesthetic, relational, and transformative perspective. The proposed model is operationalized through micro-modules and applied activities designed to transform teacher candidates’ classroom presence into an aesthetic experience. In the discussion section, the potential contributions of the model to the field, its practical limitations, and suggestions for future research are addressed in detail. In this regard, the study offers a holistic and creative theoretical framework for rethinking teacher education.

Anahtar Kelimeler

• performative pedagogy
• teacher identity
• arts-based education
• voice training
• body awareness
• narrative construction
• drama in education
• aesthetic presence
• reflective practice
• interdisciplinary model

Öğretmenliği Performatif Bir Eylem Olarak Yeniden Düşünmek: Ses, Beden ve Anlatı Temelli Disiplinlerarası Bir Model Önerisi

Öz

Bu çalışma, öğretmenlik mesleğinin performatif ve estetik yönlerini görünür kılmayı amaçlayan disiplinlerarası bir öğretmen eğitimi modeli önermektedir. Geleneksel öğretmen eğitimi programlarında çoğunlukla göz ardı edilen ses, beden ve anlatı bileşenleri; öğretmenin sınıf içi varlığını, ifade gücünü ve mesleki öz-anlatımını belirleyen temel unsurlar olarak yeniden konumlandırılmıştır. Model, “sesin ifadesi”, “bedenin temsili” ve “anlatının inşası” olmak üzere üç ana bileşen etrafında yapılandırılmış ve performatif pedagojik yaklaşımlarla bütünleştirilmiştir. Kuramsal çerçevede John Dewey ve Elliot Eisner’in sanat eğitimi yaklaşımlarından, Dorothy Heathcote’un öğretmen-yaratan rolü anlayışından, Erika Fischer-Lichte’nin performans kuramından ve Kristin Linklater’ın ses pedagojisinden yararlanılmıştır. Modelin özgün yönü, bu farklı kuramsal kaynakları tek bir yapısal çatı altında buluşturarak öğretmen kimliğini estetik, ilişkisel ve dönüştürücü bir perspektiften ele almasıdır. Çalışmada önerilen model, özellikle öğretmen adaylarının sınıf içi varlığını estetik bir deneyim alanına dönüştürmeyi hedefleyen mikro-modüller ve uygulamalı etkinliklerle somutlaştırılmıştır. Tartışma bölümünde modelin alana sağlayabileceği katkılar, uygulamaya yönelik potansiyel sınırlılıklar ve gelecekteki araştırmalar için öneriler detaylı olarak ele alınmıştır. Bu bağlamda çalışma, öğretmen eğitiminin yeniden düşünülmesine yönelik bütüncül ve yaratıcı bir kuramsal çerçeve sunmaktadır.

Anahtar Kelimeler

• Performatif pedagojik yaklaşım
• öğretmen kimliği
• sanat temelli eğitim
• ses eğitimi
• beden farkındalığı
• anlatı oluşturma
• eğitimde drama
• estetik duruş
• yansıtıcı uygulama
• disiplinlerarası model

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