Teacher competence and its importance in academic education for prospective teachers (original) (raw)
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NJ, 2018
In this paper, we have reflected on how drama training and drama experiences have helped us in our own journeys as educators and how the artform has invited learners into new communities and collaborative problem-solving. The very spaces of schools are isolating, with classroom doors opening and shutting in long corridors. The curriculum is often siloed and distant from other disciplines and young people and adults spend hours in zombie-like trances, seemingly addicted to hand-held devices, yearning for affirmations of their existence. Drama invites us to connect with one another and come face to face with human beings. Drama invites us to 'try on' a lifestyle and language that may be unfamiliar. In addition, study after study has proven that literacy skills are strengthened and enhanced when the crafts of drama-expressive speaking, risktaking, creativity, imaginative and cooperative thinking and doing-are infused into teaching and learning.
The aim of this study is to research the effect of school practices on teacher candidates’ sense of efficacy relating to planning, implementing, evaluating drama activities, and the sense of general efficacy relating to use of drama in education. The study was conducted with 52 students attending the 2nd year of their course of study in Mersin University, Faculty of Education, Department of Preschool Teacher Education. In the study, a quasi-experimental model involving a pre-test and a post-test control group was used. During the lesson held with the experimental group, teacher candidates applied and evaluated the drama activities that they developed themselves in preschool education institutions. During the lesson held with the control group, drama activities were limited to classroom applications. Prior to and after the implications, sense of efficacy relating to drama activity planning, implication, evaluation, and general efficacy of both groups were measured using the “Sense of Efficacy Scale Relating to Use of Drama in Education” which was developed by the researcher. Also teacher candidates in experimental group were directed to answer an open-ended question. The results of the research revealed that the efficacy of the teacher candidates in planning, applying, evaluating and general relating to using drama activities varied significantly in favor of the experimental group between the experimental and control groups. The teacher candidates in the experiment group reported that school practices improved their efficacy relating to use of drama in education.
Drama education and improvisation as a resource of teacher student’s creativity
Problem Statement: 1) How should we prepare teachers to teach creatively? 2) Can drama and improvisation develop the interaction skills of teacher students in teacher education? Purpose of Study: One of the most difficult skills for teachers to acquire is how to move away from structured routines and lead disciplined improvisation in education where the students partially guide the direction of the class. Teacher students need routines, but they also need to learn how to flexibly apply them. According to our hypothesis, drama and improvisation can stimulate creativity and enjoyment in educational processes – both for teachers and students. Both drama work and improvisational exercises can be effective in increasing creativity. Drama exercises can often be artificial and synthetic (fictional) but even as such they are pieces of our cultural reality. Research Methods: This article is based on the examination of different reviews from drama education, philosophy of education. We have examined different reviews from drama education, philosophy of education. We have used drama and improvisation as teaching methods in teacher education. Findings: The preliminary studies show, that mastering the ability to lead interactive and creative teaching is a difficult challenge for teacher students even though it is part of their teacher education. The recurring tension between scripted teaching and creative teaching is a manifestation of deeper, competing conceptions of teaching: in teacher education programmes we have noticed that teacher students find it difficult to move away from scripted teaching. Conclusions: According to our research good teaching is based on confidence, rich interaction and creative passion, which can be taught through drama and improvisational exercises such as verbal spontaneity games, role playing, and physical movement. Drama work and improvisational exercises also train our interaction skills. Training can be done through activities that develop teaching skills, new ideas and thoughts about teaching and deeper interaction skills and that are pleasureable. By training our interaction skills we have new experiences using our sense organs. These can reshape our mental pictures and representations of reality – often in a creative way.
Perception of Teacher Candidates with Regard to Use of Theatre and Drama Applications in Education
Perception of Teacher Candidates with Regard to Use of Theatre and Drama Applications in Education, 2013
The goal of this study is to identify the perception of mother tongue teachers with regard to the use of theatre and drama in education. In light of this goal, 35 teacher candidates trained in Kutahya D umlupinar University in the academic year of 2012-2013 were selected as samples. Phenomenology pattern was used in the study as one of the qualitative research patterns, where a survey of 20 open ended questions was used as data collection technique, and the data was analyzed with content analysis. According to the findings of the research, use of theatre or drama in education is shown as the most important reasons for building self-esteem in students and a permanent education for the same. Apart from these, it is also declared that they provide cooperation between students, develop lingual skills and especially speaking skills, they teach how to establish empathy, increase courage, socialize the individual, and strengthen communication. It is also stated as an entertaining and powerful visual art on its own. For these reasons, Theatre and Drama Applications or courses with similar applications should be frequently used in all fields of education.
DRAMATURGICAL CONCEPTION FOR THE PROCCESS OF TEACHING
This study was conducted based on the level of the needs toward class’s mastery for teachers. Class mastery becomes important for the ideal teaching-learning process. The teachers would seem unprofessional when they are not able to master the class. From this phenomenon, the researcher made a formulation by integrating several concepts of class mastery, both psychologically and dramaturgically become one term called "Dramaturgy of Teaching". For formulating, the researcher used Borg & Gall’s Research & Development. The result of “Dramaturgy of Teaching” formulation consists of six steps, namely; a) square mapping 1 (understanding student expression through eyes using micro expressions), attracting students (engaging students' attention while determining the choice of class background), b) material explaining (explaining the material while integrating gesture, blocking, gradation, intonation, and rhythm), 3) square mapping 2 (understanding student expression on the response of the teacher's explanation), strengthening (giving reinforcement of material while doing the same thing with b)), c) closing (closing while attracting attention, reinforcement members, and conveying some messages).
Australian Journal of Teacher Education, 2020
The Australian Professional Standards for Teachers (AITSL, 2011) stipulate that graduating teachers need to be classroom-ready and able to perform at a 'graduate standard'. However, recent research indicates that nearly 50% of beginning teachers lack readiness, are overwhelmed with stress, and will leave the profession within five years. This paper seeks to elucidate this disconcerting reality by providing a nuanced focus on the experiences of beginning drama teachers. Findings indicate that while participants in this study began feeling confident and ready for teaching drama; they were largely unprepared for the unwritten requirements of the professionnamely, coping with systems, policies and bureaucracy-and extensive extracurricular responsibilities. This article posits several strategies for enabling beginning drama teachers to successfully 'manage' their induction into the profession, and ultimately achieve teacher identity salience.
Drama pedagogy does not merely represent a form of creative educational work with children and youth with the purpose of developing their creativity and the education of complete and creative personalities. It also represents a way of experiential learning and teaching of various educational content, encourages personal growth and socialization or acquisition life skills. In this paper, we attempted to examine the opinions of primary education teachers in the Republic of Croatia regarding the frequency, importance and diversity of the use of drama methods. In addition, we wanted to examine teachers' assessments of competences and obstacles that arise in performing drama methods. The study involved (N = 434) primary education teachers, and the results show that teachers have a positive opinion of the use of drama methods and estimate that their application can develop different competencies. However, the lack of skills, knowledge and guidance in implementing drama methods is an obstacle to their more frequent application in the educational process. Regardless of the experience gained through drama workshops and activities, most respondents do not consider themselves competent for applying drama methods in their teaching. Based on the analysis of results, and for the purpose of attaining certain competences which refer to efficient organization of contemporary teaching practice including drama methods, recommendations were formulated for pre-service teacher formal education and for the professional teacher development and training.
The Effect of Drama Education on Prospective Teachers' Creativity ∗
International Journal of Instruction, 2008
A number of studies of the effects of drama on individuals’ cognitive and affective characteristics have been carried out recently. These studies revealed that drama had positive impact on students’ development of communication skills, socialization levels, development of emotional intelligence, social skills, empathic skills and empathic tendencies regardless of the grade levels of the students. In the present study, the effect of drama education on creativity of prospective classroom teachers was examined. As the method of this study, experimental design, which is based on pre-test and post-test, was used. In the research the study group consisted of 78 the 4 th grade students (50 females and 28 males) who attended the Primary School Teacher Education Program at Elementary Education