The power of improvisational teaching

Graue, Elizabeth; Whyte, Kristin; Karabon, Anne

doi:10.1016/j.tate.2015.01.014

Cited by 33 publications

(14 citation statements)

References 23 publications

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“…Previous research on improvisation in the context of teacher education and teacher-pupil interaction indicates that the method promotes both teachers' interaction skills and the interactional dimension and creativity of teaching (Lobman, 2005(Lobman, , 2014Sawyer, 2012). Thus, improvisation has been explored when developing teachers' interaction skills (Lobman, 2006;Sawyer, 2004Sawyer, , 2006Toivanen, Komulainen, & Ruismäki, 2011), classroom climate (Maples, 2007), early childhood teaching (Graue, Whyte, & Karabon, 2015) and enhancing the emotional intelligence of Master of eISSN: 2301-2218…”

Section: Fundamentals Of Improvisation and Previous Research In Teachmentioning

confidence: 99%

Theater Improvisation Promoting Interpersonal Confidence of Student Teachers: A Controlled Intervention Study

Seppänen¹,

Tiippana²,

Jä̈askëlainen

et al. 2019

EJSBS

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This study examined the effects of a theater-based improvisation method for promoting student-teachers' self-rated social interaction competence. 39 undergraduate students participated in an intervention study applying the improvisation method in the context of teacher education. The intervention group (N=19) were trained in the basics of improvisation (7 weeks x 2.5 h) and the control group (N=18) received a shorter improvisation course after the study (2 days x 3.5 h). Participants filled out two self-report questionnaires assessing their interpersonal confidence and self-esteem before and after the intervention. Our results show that self-rated interpersonal confidence increased significantly for those participants, who scored low in the pre-test. On the other hand, there were no between-group differences in self-esteem. This might be due to more consistent nature of self-esteem, comparable to basic personality traits such as extraversion or neuroticism. The results of the study indicate that a relatively short improvisation intervention promotes the interpersonal confidence of those teacher-students who need it the most. This result concurs with previous studies, suggesting that including improvisation method in teacher education curricula can enhance teacher-students' social interaction capabilities and their responsive teaching.

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Section: Fundamentals Of Improvisation and Previous Research In Teachmentioning

confidence: 99%

Theater Improvisation Promoting Interpersonal Confidence of Student Teachers: A Controlled Intervention Study

Seppänen¹,

Tiippana²,

Jä̈askëlainen

et al. 2019

EJSBS

View full text Add to dashboard Cite

show abstract

“…For example, articles that were centered on critically examining the theoretical framework and its implications for teaching, learning, social justice or culturally relevant pedagogy, to name a few, were excluded because most were critiques. [27][28][29][30] Additionally, some of the sources were exploratory accounts of how the funds of knowledge framework draw upon theories of capital, cultural difference theory, third space/hybridity and practice theory. 31,32 We found several articles that appeared to be connected to science or math education, however upon closer review were actually focused on content learning and content literacy learning.…”

Section: Critique and Appraisalmentioning

confidence: 99%

Systematic Review of the Funds of Knowledge Framework in STEM Education

Verdín

Godwin

Capobianco

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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“…A good example of such synergy can be found in Danish HE where one's teaching is expected to be informed by one's research. Quality teaching requires special attention from both the teachers and administration perspectives with key considerations including technology adoption, curriculum relevance, and practicality of the contents, subject knowledge, ethical perspectives, and teaching competence [87,88]. Technological advancement has brought revolutionary changes in classroom settings and requirements [89].…”

Section: Teaching Qualitymentioning

confidence: 99%

Imperatives of Sustainable University Excellence: A Conceptual Framework

et al. 2019

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This study envisions the architecture of a modern era university with sustainable standards of excellence. Sustainable University Excellence is herein defined as the ability of a university to excel in the core areas of knowledge creation and dissemination via the mobilization of human, social, intellectual, and financial capital to serve on socioeconomic and environmental fronts ethically, efficiently, and effectively to secure a sustainable future. Seven core performance domains of a university are explored: Teaching quality, research culture, technological capability building, accessibility, community engagement, internationalization, and environment, which should be prioritize in order to continuously advance along a sustainable excellence continuum. This study provides a self-assessment methodology that universities can employ to compare their performance relative to the aforementioned domains, thus enabling the identification of performance gaps, the knowledge of which is crucial to the formulation of more targeted strategy. This approach allows decision makers to form a more coherent vision for sustainability within institutional and broader contexts. The approach proposed herein incorporates the three aspects of sustainability that form the so-called Triple Bottom Line (TBL).

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The power of improvisational teaching

Cited by 33 publications

References 23 publications

Theater Improvisation Promoting Interpersonal Confidence of Student Teachers: A Controlled Intervention Study

Theater Improvisation Promoting Interpersonal Confidence of Student Teachers: A Controlled Intervention Study

Systematic Review of the Funds of Knowledge Framework in STEM Education

Imperatives of Sustainable University Excellence: A Conceptual Framework

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