Abstract

The purpose of this study was to examine the influence of creative drama-based instruction on in-service primary teachers’ self-efficacy and teaching and learning conceptions. In this study, sequential explanatory mixed model was used. Questionnaires determining in-service teachers’ self-efficacy and teaching and learning conceptions were administrated as pre-test and post-test. In addition to this, as qualitative data at the beginning of the program, participants were asked to answer open-ended questions to map their readiness for the program, including their expectations. At the end of the program they were asked to what degree their expectations were met, and what they learned from the program. A total of 20 female and 20 male in-service primary teachers participated in creative drama-based instruction that consisted of a total of 48 hours over six days. Results showed that the creative drama-based instruction increased primary teachers’ self-efficacy. Teachers reported that creative drama-based instruction had teachers develop more constructivist approach in teaching and learning. Implications and future research direction were also discussed.

Keywords: conception of teaching and learning, creative drama, primary teacher education, self-efficacy

Abazoglu, I. (2014). Professional development practices and teacher education programs in the world. International Periodical for the Languages, Literature and History of Turkish or Turkic, 9(5), 1-46.

Abazoglu, I., & Tasar, M. F. (2016). Relations of characteristics of science teachers and students with the student achievement in science: A case analysis according to TIMSS 2011 data. Elementary Education Online, 15(3), 922-945.

Adıguzel, O. (2006). Creative drama. Ankara. Naturel Press.

Adıguzel, O. (2012). Creative drama in education. Ankara: Naturel Press.

Akcadag, T. (2010). The training needs of teachers concerning methods and techniques and assessment and evaluation in the primary school curriculum. Bilig, 53, 29-50.

Altıntas, E. & Kaya, H. (2012). Self-qualification and attitudes towards processing of science and technology course by drama method of the prospective science teachers. Erciyes University Journal of the Institution of Science and Technology, 28(4), 287-295.

Annarella, L. A. (1992). Creative drama in classroom. ERIC database. Retrieved from http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED391206&ERICExtSearch_SearchType_0=no&accno=ED391206

Arieli, B. (2007). The integration of creative drama into science teaching (Unpublished Doctoral Dissertation). Manhattan: Kansas State University,

Aydın, O., Tunca, N., & Alkın-Sahin, S. (2015). Investigation of pre-service science teachers’ conceptions of teaching and learning in relation to some variables. Kastamonu Education Journal, 23(3), 1331-1346.

Aykac, N., & Ulubey, O. (2008). Evaluation of the relation between creative drama and constructivism in the 2005 MEB primary school curriculum. Journal of Creative Drama, 3(6), 30-46.

Aypay, A. (2011). The adaptation of the teaching-learning conceptions questionnaire and its relationships with epistemological beliefs. Educational Sciences: Theory & Practice, 11(1), 7-29.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman & Company.

Bas, G. (2014). Evaluation of elementary teachers’ teaching-learning conceptions from some variables. Dicle University Journal of Ziya Gokalp Education Faculty, 22, 18-30.

Bas, G., & Beyhan, O. (2013). Correlation between pre-service teachers’ teaching-learning conceptions and their student control ideologies. Hacettepe University Journal of Education Special Issue (1), 14-26.

Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364.

Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms (Revised ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.

Capa, Y., Cakıroglu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81.

Cetingoz, D. (2012). Pre-school prospective teachers’ self-efficacy levels on using the creative drama methods. Hacettepe University Journal of Education, 42, 131-142.

Chan, K. W., & Elliott, R. G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831.

Creswell, J. W. (2003). Research design qualitative quantitative and mixed methods approaches. London New Delhi: SAGE Publication.

Danielson, T. R. (1992). Evaluating the ability of drama based instruction to influence the socialization of tenth grade English. New York: National Arts Education Research Center. (ERIC Documentation Reproduction Service No. ED 367000).

Darling-Hammond, L. & McLaughlin, M. W. (2011). Policies that support professional development in an era of reform. Kappan, 92(6), 81-92.

Dogan, N., Cakıroglu, J., Cavus, S., Bilican, K., & Arslan, O. (2011). Developing science teachers’ nature of science views: Effects of in-service teacher education program Hacettepe University Journal of Education, 40, 127-139.

Dupont, S. (1992). The effectiveness of creative drama as an instructional strategy to enhance the reading comprehension skills of fifth grade remedial readers. Reading Research and Instruction, 31(3), 41-52.

Fer, S., & Cırık, I. (2007). Constructivist leaning: From theory to practice. Istanbul: Morpa Press.

Freeman, G. D., Sullivan, K., & Fulton, C. R. (2003). Effects of creative drama on self-concept, social skills, and problem behavior. Journal of Educational Research, 96(3), 131-139.

Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.

Henson, R. K. (2001, January). Teacher self-efficacy: Substantive implications and measurement dilemmas. Paper presented at the Annual Meeting of the Educational Research Exchange, Texas.

İlgan, A. (2013). Effective professional development for teachers, Usak University Journal of Social Science, Special Issue, 41-56.

Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism on education: Language, discourse and meaning. American Communication Journal, 5(3), 1-10.

Ødegaard, M. (2002). Dramatic science. A critical review of drama in science education, Studies in Science Education, 39(1), 75-101.

Oguz, A. (2011). Preservice teachers’ conceptions of teaching and learning and democracy values [Ogretmen adaylarının demokratik degerleri ile ogretme ve ogrenme anlayısları]. Degerler Egitimi Dergisi, 9(22), 139-160.

Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner (Eds.), Self-perception (pp. 239-266). London: Ablex Publishing.

Philips, H. (1991). Teachers' professional development: Australia: Australian Group.

Polisini, J. K. (1994). The creative drama book: Three approaches. Anchorage Pers. New Orleans. USA.

Ross, J. A. (1998): The antecedents and consequences of teacher efficacy. In J. Bropy (Ed.), Advances in research on teaching (pp.49-73). Greenwich, CT: JAI Press.

Sacıcı, S. (2013). The interrelation between pre-service science teachers’ conceptions of teaching and learning, learning approaches and self-efficacy beliefs (Unpublished Master’s Thesis). Middle East Technical University, Ankara.

Sahin, S., & Yılmaz, H. (2011). A confirmatory factor analysis of the teaching and learning conceptions questionnaire (TLCQ). Journal of Instructional Psychology, 38(3), 194-200.

Selcuk, S. G., Calıskan, S., Sendur, G., & Yurumezoglu, K. (2015). The opinions and self-evaluations of science teachers from different regions of Turkey about active learning activities instruction. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education 9(2), 125-157.

Simons, P. R. J. (1997). Definitions and theories active learning. In D. Stern, & G. L. Huber (Eds.), Active learning for students and teachers: Report from eight countries (pp. 19-39). Paris: OECD.

Snape, D. J., & Vettraino, E. (2007). Drama techniques for the enhancement of social-emotional development in people with special needs: Review of Research, International Journal of Special Education, 22(1), 107-117.

Somers, J. (1994). Drama in the curriculum. London: Cassel Educational Limited.

Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.