Performance-based Teacher Education: The Impacts of a Creative Drama Course on Pre-service Teachers’ Beliefs

Horasan-Doğan, Secil

doi:10.1080/15348458.2021.2008252

Cited by 2 publications

(3 citation statements)

References 23 publications

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“…Based on the sub-dimensions of critical thinking, creative drama enhanced their development of flexibility. This findings is parallel to the results of the previous study of Horasan-Doğan (2022). With the help of the role playing activities, they learn to think and view from different perspectives enhancing flexibility.…”

Section: Discussionsupporting

confidence: 82%

“…When the qualitative data analysis were examined, it was observed that creative drama enhanced the preservice teachers' development of emphatic tendency. There exist previous research confirming this finding in the literature (Dereboy et al, 2005;Griggs, 2001;Hadjipanteli, 2021;Heathcote, 1984;Horasan-Doğan, 2022;Maley & Duff, 2005;Salmon, 2003;Tarrant et al, 2009). For example, role playing activities in the creative drama helped the preservice teachers put themselves into other people's shoes as emphasized by the words of "an important capacity for a teacher to have with respect to her/his students" (Griggs, 2001, p. 29).…”

Section: Discussionmentioning

confidence: 64%

“…In this respect, the creative drama can be a useful strategy for preservice teachers to improve their teaching profession since when compared to other branches of art, drama is the most closely related to the teaching process (Lessinger, 1979). Hence, creative drama helps the people whose professions are teaching develop their personal characters and professional properties such as communicating, making collaboration, creative thinking, actively participation and creating funny learning opportunities (Baldwin, 2012;Horasan-Doğan & Cephe, 2018;Suppiah, 2016). With the help of creative drama, individuals become active in process and express their thought by transforming them into their behaviors in a funny environment.…”

Section: Introductionmentioning

confidence: 99%

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Examining the effects of creative drama onteacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency

2024

Pegegog

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The current study aimed to examine the effects of creative drama on preservice teachers' teacher efficacy beliefs, critical thinking disposition, emphatic tendency and reflective thinking tendency. The present study was designed based on explanatory sequential mixed design research method. The preservice teachers participated in 8-week creative drama training. In the quantitative part of the study, one group pre-test-post-test experimental research design as one of the weak experimental designs, was used in order to examine the effects of creative drama on these variables. 42 preservice teachers were selected by convenience sampling strategy was conducted to Teacher Efficacy Belief Scale, Critical Thinking Disposition Scale, Emphatic Tendency Scale and Reflective Thinking Tendency Scale. The quantitative data were analyzed by applying paired samples t-test analysis. In the qualitative part of the study, the case study was used in order to investigate the effects of creative drama on the variables in detail. 42 preservice teachers were conducted semi-structured interviews in order to detail the quantitative findings. Their views about the effects of creative drama training on the explained variables were analyzed and reported. The qualitative data were collected through semi-structured interview form prepared by the researchers and analyzed by content analysis technique. To conclude, the perservice teachers' teacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency improved through creative drama training. The qualitative data collected through semi-structured interviews confirmed the quantitative findings and provided evidences for their development on these variables with the help of creative drama.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 64%

Section: Introductionmentioning

confidence: 99%

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Examining the effects of creative drama onteacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency

2024

Pegegog

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Building aspiring teachers' capabilities, professional and skill development: Auspice to quality teaching practice in technical vocational education and training institutions

Shodipe,

Ogbuanya

2024

Euro J of Education

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There is an increasing need to train and retrain personnel that would be saddled with the capabilities, professional and skill developmental requirement that meets societal needs. In this case, there is need for adequately trained personnel that will bridge the gap between societal needs; industrial needs with classroom instructions and vice versa. Therefore, this study examines the influence of building aspiring teachers' capabilities, professional and skill development as an auspice to quality teaching activities in technical vocational education and training institutions. Samples were selected using a multistage sampling technique. The collected data from 945 aspiring teachers was analysed using empirical analysis with AMOS SPSS v.23. Hayes PROCESS macro was used for mediation analyses. The result of the study indicated that self‐efficacy and professional skills with knowledge of instructional delivery and personal capabilities have strong significant linkage. There is also a mediating interaction of attention to relationship on the relationship between constructive teaching and personal capabilities. TVET institutions should ensure continuous professional development by concentrating on the requirements concerning teaching and learning, individual resources and social support for coping with various requirements.

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Performance-based Teacher Education: The Impacts of a Creative Drama Course on Pre-service Teachers’ Beliefs

Cited by 2 publications

References 23 publications

Examining the effects of creative drama onteacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency

Examining the effects of creative drama onteacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency

Building aspiring teachers' capabilities, professional and skill development: Auspice to quality teaching practice in technical vocational education and training institutions

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