Research Article
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EARLY CHILDHOOD PROSPECTIVE TEACHERS’ TEAMWORK ABILITY USING CREATIVE DRAMA ACTIVITIES

Year 2024, Volume: 13 Issue: 1, 23 - 32, 31.03.2024
https://doi.org/10.55020/iojpe.1356317

Abstract

The goals of this study are to investigate the teamwork abilities of early childhood prospective teachers and compare the teamwork abilities of early childhood prospective teachers who have learned through creative drama activities to a 75% criterion. The study is mixed method research of 54 third-year prospective teachers majoring in early childhood education at the faculty of home economic technology at Rajamangala University of Technology Thanyaburi (RMUTT) who are enrolled in an English language course for preschool instructors. An assessment of teamwork abilities form and a reflection form on the collaborative process are among the tools for gathering data. Quantitative data analysis was carried out using descriptive statistics such as the mean, standard deviation, and one-sample t-test. Content analysis was used to analyse qualitative data. The research findings revealed that early childhood education students' overall teamwork abilities were high, and teamwork abilities of early childhood prospective teachers who learned through creative drama activities were significantly higher than the criterion of 75% statistical significance at .01.

Ethical Statement

The authors declare that the study has not unethical issues and that research and publication ethics have been considered carefully. The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

References

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  • Bolin, P. E. (2017). English language teaching through drama: A review of current practices. English Language Teaching, 10(8), 68-77. https://doi.org/10.5539/elt.v10n8p68
  • Briones, E., Gallego, T., & Palomera, R. (2022). Creative Drama and Forum Theatre in initial teacher education: Fostering students’ empathy and awareness of professional conflicts. Teaching and Teacher Education, 117, 103809.
  • Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting free play in young children: Looking beyond fitness and fatness to attention, affiliation, and affect. Archives of Pediatrics & Adolescent Medicine, 159(1), 46-50. https://doi.org/10.1001/archpedi.159.1.46
  • Carvalho, J. A., & Gomes, D. J. (2018). The role of communication and trust in promoting teamwork: A qualitative analysis. Journal of Management & Organization, 24(4), 505-519.
  • DeRosa, D. M., Lepsinger, R., & Lepsinger, S. (2010). Virtual team success: A practical guide for working and leading from a distance. John Wiley & Sons.
  • Gaunt, H., Halliwell, E., Ditton, H., Sheikh, S., & Gao, Y. (2019). Creativity, emotion regulation, and mental health: A systematic review of creative interventions for individuals at risk of developing mental health disorders. Journal of psychiatric research, 111, 74-85.
  • Goldstein, T. R. (2009). The role of the arts in improving cognitive function as we age. Generations, 33(1), 16-22.
  • Goncalves, G., & de Souza, L. K. (2021). Understanding and managing conflicts in the workplace: A literature review. Psicologia: Reflexão e Crítica, 34(1), 1-11. https://doi.org/10.1186/s41155-020-00185-2
  • Goñi, J., Cortázar, C., Alvares, D., Donoso, U., & Miranda, C. (2020). Is teamwork different online versus face-to-face? A case in engineering education. Sustainability. 12(24),10444. https://doi.org/10.3390/su122410444
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  • Henningsen, D. D., & Henningsen, M. L. (2009). Acting skills and empathic inference. Journal of Applied Social Psychology, 39(6), 1306-1325.
  • Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning and academic achievement: Why does groupwork work? In R. M. Gillies (Ed.), Pedagogy: New Developments in the Learning Sciences (pp. 1-28). Springer.
  • Johnson, L., & Russell, B. (2014). “Let’s pretend we’re on a sinking ship”: Creative drama as a tool for developing collaboration and teamwork. International Journal of Education & the Arts, 15(10), 1-23.
  • Kahlow, J., Klecka, H., & Ruppel, E. (2020). What the differences in conflict between online and face-to-face work groups mean for hybrid groups: A state-of-the-art review. Review of Communication Research, 8, 51-77. Retrieved from https://www.rcommunicationr.org/index.php/rcr/article/view/53
  • Kao, H. (2018). The effects of improvisational drama-based pedagogy on EFL learners’ communication skills. Journal of Education and Practice, 9(18), 68-75.
  • Katzenbach, J. R., & Smith, D. K. (2008). The discipline of teams. Harvard Business Press.
  • Lee, K. J., & Kim, M. (2019). The effects of a theater program on social skills development in children with autism spectrum disorder. International Journal of Disability, Development and Education, 66(6), 684-701.
  • Li, J. (2018). Exploring the effects of drama-based English language teaching on Chinese college students' English speaking anxiety and speaking performance. Journal of Language and Linguistic Studies, 14(1), 124-140.
  • Manalo, E. (2019). The effectiveness of drama activities in teaching English language learners. Journal of Education and Practice, 10(30), 47-52. https://www.iiste.org/Journals/index.php/JEP/article/view/49721/51448
  • O'Neill, C., & Lambert, A. (2014). Drama structures: A practical handbook for teachers. National Drama.
  • O’Neill, T., McNeese, N., Barron, A., & Schelble, B. (2022). Human–autonomy teaming: A review and analysis of the empirical literature. Human factors, 64(5), 904-938.
  • Pellegrini, A. D., & Smith, P. K. (1998). Physical activity play: The nature and function of a neglected aspect of play. Child Development, 69(3), 577-598. https://doi.org/10.1111/j.1467-8624.1998.tb06161.x
  • Ruangwitoo, A. (2021). The relationship between teamwork skills and critical thinking skills of fourth-year students at Suan Sunandha Rajabhat University. Journal of Industrial Education, 20(2), 155-165.
  • Sawangchareon, K., Sanguansak, N., Lertlop, W., & Jaitang, P. (2021). Creative drama activities as an effective tool for English language teaching. Journal of International Studies, 11(1), 110-118.
  • Schneider, E. F., Lang, A., Shin, M., & Bradley, S. D. (2004). Death with a story: How story impacts emotional, motivational, and physiological responses to first-person shooter video games. Human Communication Research, 30(3), 361-375. https://doi.org/10.1111/j.1468-2958.2004.tb00743.x
  • Smith, G. G., Sorensen, C., Gump, A., Heindel, A. J., Caris, M., & Martinez, C. D. (2011). Overcoming student resistance to group work: Online versus face-to-face. The Internet and Higher Education, 14(2), 121-128. https://doi.org/10.1016/j.iheduc.2010.09.005
  • Staggers, N., Gassert, C. A., & Curran, C. (2008). A Delphi study to determine informatics competencies for nurses at four levels of practice. Nursing Research, 57(2), 85-98.
  • Stevens, M. J., & Campion, M. A. (1994). The knowledge, skill, and ability requirements for teamwork: Implications for human resource management. Journal of Management, 20(2), 503-530.
  • Tang, K. N. (2020). The importance of soft skills acquisition by teachers in higher education institutions. Kasetsart Journal of Social Sciences, 41(1), 22-27.
  • The Secretariat of the Education Council. (2017). Education in Thailand. Retrieved from https://www.seameo.org/SEAMEOWeb2/index.php?option=com_content&view=article&id=669&Itemid=727&lang=en
  • Tsai, C. Y., & Huang, I. A. (2019). Exploring the factors affecting teamwork effectiveness in engineering education. International Journal of Engineering Education, 35(3), 807-819.
  • UNESCO (2021). COVID-19 Impact on education. Retrieved from https://en.unesco.org/covid19/educationresponse
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Wang, M., & Chen, C. C. (2017). A social interaction perspective on turnover intention: The role of social support and trust in coworkers. Human Resource Management Review, 27(4), 647-660.
  • Woolf, B. P., & Woolf, J. A. (2016). Team-based learning: A practical guide: AMEE Guide No. 65. Medical Teacher, 38(5), 414-423. https://doi.org/10.3109/0142159x.2016.1148857
  • World Economic Forum. (2020). The future of jobs report 2020. Retrieved from https://www.weforum.org/reports/the-future-of-jobs-report-2020
  • Wright, S., Stratton, J., & Borian, F. (2016). The impact of drama-based interventions on college students’ social skills, emotional intelligence, and empathy: A meta-analysis. Journal of Creativity in Mental Health, 11(2), 184-205. https://doi.org/10.1080/15401383.2016.1167829
  • Zhao, X., Chen, L., & Zhang, Z. (2021). Creative drama activities promote the development of college students' teamwork abilities. Journal of Education and Practice, 12(7), 95-103.
Year 2024, Volume: 13 Issue: 1, 23 - 32, 31.03.2024
https://doi.org/10.55020/iojpe.1356317

Abstract

References

  • Bächtold, M., Roca, P., & De Checchi, K. (2023). Students’ beliefs and attitudes towards cooperative learning, and their relationship to motivation and approach to learning. Studies in Higher Education, 48(1), 100-112.
  • Bolin, P. E. (2017). English language teaching through drama: A review of current practices. English Language Teaching, 10(8), 68-77. https://doi.org/10.5539/elt.v10n8p68
  • Briones, E., Gallego, T., & Palomera, R. (2022). Creative Drama and Forum Theatre in initial teacher education: Fostering students’ empathy and awareness of professional conflicts. Teaching and Teacher Education, 117, 103809.
  • Burdette, H. L., & Whitaker, R. C. (2005). Resurrecting free play in young children: Looking beyond fitness and fatness to attention, affiliation, and affect. Archives of Pediatrics & Adolescent Medicine, 159(1), 46-50. https://doi.org/10.1001/archpedi.159.1.46
  • Carvalho, J. A., & Gomes, D. J. (2018). The role of communication and trust in promoting teamwork: A qualitative analysis. Journal of Management & Organization, 24(4), 505-519.
  • DeRosa, D. M., Lepsinger, R., & Lepsinger, S. (2010). Virtual team success: A practical guide for working and leading from a distance. John Wiley & Sons.
  • Gaunt, H., Halliwell, E., Ditton, H., Sheikh, S., & Gao, Y. (2019). Creativity, emotion regulation, and mental health: A systematic review of creative interventions for individuals at risk of developing mental health disorders. Journal of psychiatric research, 111, 74-85.
  • Goldstein, T. R. (2009). The role of the arts in improving cognitive function as we age. Generations, 33(1), 16-22.
  • Goncalves, G., & de Souza, L. K. (2021). Understanding and managing conflicts in the workplace: A literature review. Psicologia: Reflexão e Crítica, 34(1), 1-11. https://doi.org/10.1186/s41155-020-00185-2
  • Goñi, J., Cortázar, C., Alvares, D., Donoso, U., & Miranda, C. (2020). Is teamwork different online versus face-to-face? A case in engineering education. Sustainability. 12(24),10444. https://doi.org/10.3390/su122410444
  • Hartel, C. E. J., Fujimoto, Y., Strybosch, V. E., & Fitzpatrick, M. (2019). Teamwork in the 21st century: Theories, tools, and trends. Cham: Springer.
  • Henningsen, D. D., & Henningsen, M. L. (2009). Acting skills and empathic inference. Journal of Applied Social Psychology, 39(6), 1306-1325.
  • Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning and academic achievement: Why does groupwork work? In R. M. Gillies (Ed.), Pedagogy: New Developments in the Learning Sciences (pp. 1-28). Springer.
  • Johnson, L., & Russell, B. (2014). “Let’s pretend we’re on a sinking ship”: Creative drama as a tool for developing collaboration and teamwork. International Journal of Education & the Arts, 15(10), 1-23.
  • Kahlow, J., Klecka, H., & Ruppel, E. (2020). What the differences in conflict between online and face-to-face work groups mean for hybrid groups: A state-of-the-art review. Review of Communication Research, 8, 51-77. Retrieved from https://www.rcommunicationr.org/index.php/rcr/article/view/53
  • Kao, H. (2018). The effects of improvisational drama-based pedagogy on EFL learners’ communication skills. Journal of Education and Practice, 9(18), 68-75.
  • Katzenbach, J. R., & Smith, D. K. (2008). The discipline of teams. Harvard Business Press.
  • Lee, K. J., & Kim, M. (2019). The effects of a theater program on social skills development in children with autism spectrum disorder. International Journal of Disability, Development and Education, 66(6), 684-701.
  • Li, J. (2018). Exploring the effects of drama-based English language teaching on Chinese college students' English speaking anxiety and speaking performance. Journal of Language and Linguistic Studies, 14(1), 124-140.
  • Manalo, E. (2019). The effectiveness of drama activities in teaching English language learners. Journal of Education and Practice, 10(30), 47-52. https://www.iiste.org/Journals/index.php/JEP/article/view/49721/51448
  • O'Neill, C., & Lambert, A. (2014). Drama structures: A practical handbook for teachers. National Drama.
  • O’Neill, T., McNeese, N., Barron, A., & Schelble, B. (2022). Human–autonomy teaming: A review and analysis of the empirical literature. Human factors, 64(5), 904-938.
  • Pellegrini, A. D., & Smith, P. K. (1998). Physical activity play: The nature and function of a neglected aspect of play. Child Development, 69(3), 577-598. https://doi.org/10.1111/j.1467-8624.1998.tb06161.x
  • Ruangwitoo, A. (2021). The relationship between teamwork skills and critical thinking skills of fourth-year students at Suan Sunandha Rajabhat University. Journal of Industrial Education, 20(2), 155-165.
  • Sawangchareon, K., Sanguansak, N., Lertlop, W., & Jaitang, P. (2021). Creative drama activities as an effective tool for English language teaching. Journal of International Studies, 11(1), 110-118.
  • Schneider, E. F., Lang, A., Shin, M., & Bradley, S. D. (2004). Death with a story: How story impacts emotional, motivational, and physiological responses to first-person shooter video games. Human Communication Research, 30(3), 361-375. https://doi.org/10.1111/j.1468-2958.2004.tb00743.x
  • Smith, G. G., Sorensen, C., Gump, A., Heindel, A. J., Caris, M., & Martinez, C. D. (2011). Overcoming student resistance to group work: Online versus face-to-face. The Internet and Higher Education, 14(2), 121-128. https://doi.org/10.1016/j.iheduc.2010.09.005
  • Staggers, N., Gassert, C. A., & Curran, C. (2008). A Delphi study to determine informatics competencies for nurses at four levels of practice. Nursing Research, 57(2), 85-98.
  • Stevens, M. J., & Campion, M. A. (1994). The knowledge, skill, and ability requirements for teamwork: Implications for human resource management. Journal of Management, 20(2), 503-530.
  • Tang, K. N. (2020). The importance of soft skills acquisition by teachers in higher education institutions. Kasetsart Journal of Social Sciences, 41(1), 22-27.
  • The Secretariat of the Education Council. (2017). Education in Thailand. Retrieved from https://www.seameo.org/SEAMEOWeb2/index.php?option=com_content&view=article&id=669&Itemid=727&lang=en
  • Tsai, C. Y., & Huang, I. A. (2019). Exploring the factors affecting teamwork effectiveness in engineering education. International Journal of Engineering Education, 35(3), 807-819.
  • UNESCO (2021). COVID-19 Impact on education. Retrieved from https://en.unesco.org/covid19/educationresponse
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Wang, M., & Chen, C. C. (2017). A social interaction perspective on turnover intention: The role of social support and trust in coworkers. Human Resource Management Review, 27(4), 647-660.
  • Woolf, B. P., & Woolf, J. A. (2016). Team-based learning: A practical guide: AMEE Guide No. 65. Medical Teacher, 38(5), 414-423. https://doi.org/10.3109/0142159x.2016.1148857
  • World Economic Forum. (2020). The future of jobs report 2020. Retrieved from https://www.weforum.org/reports/the-future-of-jobs-report-2020
  • Wright, S., Stratton, J., & Borian, F. (2016). The impact of drama-based interventions on college students’ social skills, emotional intelligence, and empathy: A meta-analysis. Journal of Creativity in Mental Health, 11(2), 184-205. https://doi.org/10.1080/15401383.2016.1167829
  • Zhao, X., Chen, L., & Zhang, Z. (2021). Creative drama activities promote the development of college students' teamwork abilities. Journal of Education and Practice, 12(7), 95-103.
There are 39 citations in total.

Details

Primary Language English
Subjects Basic Training (Other)
Journal Section Research Articles
Authors

Wanitcha Sittipon 0000-0002-3952-5969

Pornsiri Santum 0000-0003-3308-8320

Praditha Parsapratet 0009-0005-9014-1679

Publication Date March 31, 2024
Published in Issue Year 2024 Volume: 13 Issue: 1

Cite

APA Sittipon, W., Santum, P., & Parsapratet, P. (2024). EARLY CHILDHOOD PROSPECTIVE TEACHERS’ TEAMWORK ABILITY USING CREATIVE DRAMA ACTIVITIES. International Online Journal of Primary Education, 13(1), 23-32. https://doi.org/10.55020/iojpe.1356317

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