The Effect of School Practices on Teacher Candidates' Sense of Efficacy Relating to Use of Drama in Education

By Tanriseven, Isil | Kuram ve Uygulamada Egitim Bilimleri, Winter 2013 | Go to article overview

The Effect of School Practices on Teacher Candidates' Sense of Efficacy Relating to Use of Drama in Education


Tanriseven, Isil, Kuram ve Uygulamada Egitim Bilimleri


Abstract

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.

Key Words

School Practices, Preschool Education, Teacher Candidate, Drama, Sense of Efficacy.

The social, cultural and economic development of societies can only be possible through raising qualified individuals, which is in turn possible by aiming for quality in teacher training. Teaching as a profession requires competence in content knowledge, and the ability to teach general culture and learning. Future teachers' acquisition of these skills is only possible by having the competencies that determine teacher training policies. In the preparation of pre-service training programs for higher education institutions of teacher training, the Ministry of National Education (MilliEgitimBakanligi [MEB], 2008) has identified personal and professional development of teachers, as well as general and specific fields of competence, to be the focus of their in-service training within the scope of the Basic Education Support Project. The field of preschool education is particularly important within the area of special proficiency, for the basis it provides elementary education. It is well-known that the education received in preschool, when human development is in its most rapid phase, greatly affects learning that will take place in the future. Gaining the expected benefit from preschool education depends on the ability of the teachers, as implementing agents of these programs, to provide a learning environment that maximizes the development of psychomotor, social, emotional, and cognitive areas of three to six-year-old children. One of the most effective methods of education that supports all development areas of children, improves their creativity and problem-solving ability, addresses their needs to learn by entertainment and express themselves, is using drama in the process of learning. Drama is claimed to be common and included in all activities of preschool education due to its incorporation of a game-like processes, which addresses the play age of children (Aktas-Arnas, Cömertpay, &Sofu, 2007; Aykaç&Ulubey, 2008).

Plays constitute the most important part of knowledge generation in the preschool period. Dramatic plays, which are the source of drama, are one of the most important types of plays that the child uses to attach meaning to his environment in the knowledge generation process (Chalmers, 2007; Olsen &Sumsion, 2000; O'Toole, Stinson, & Moore, 2009). …

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