The Effect of Drama in Early Childhood Education Course on Professional Development of Pre-service Teachers: Attitudes towards Drama and Teachers' Self-Efficacy Beliefs

Year 2022, Volume: 17 Issue: 2, 125 - 138, 06.09.2022

İnanç Eti , Meltem Emen

Abstract

This study aims to reveal the effect of Drama in Early Childhood Education course in the undergraduate program on the attitudes of teacher candidates towards drama and teachers’ self-efficacy beliefs as a professional development opportunity. A single-group pretest-posttest quasi-experimental research model was used to examine the effects of teacher candidates' attitudes towards drama and their teaching self-efficacy beliefs. The sample of this study consists of 52 sophomore students attending a pre-school teaching undergraduate program at a state university. "Attitude Scale Towards Creative Drama Lesson" was developed by Adıgüzel (2007) to determine pre-service teachers' attitudes towards drama, and the "Early Childhood Teachers’ Self-Efficacy Beliefs Scale" was developed by Tepe & Demir (2012) to determine teacher self-efficacy. The effect of this course was examined by making measurements before and after the Drama in Early Childhood Education course, which pre-school teacher candidates attended for 14 weeks. Since the data obtained from the Attitudes towards Creative Drama Lesson Scale did not show normal distribution, the Wilcoxon Rank test was used in the analysis, and the dependent groups' t-test was used because the data obtained from the early childhood teachers’ Self-Efficacy Beliefs Scale showed normal distribution. The findings revealed that there was a statistically significant difference in the attitudes towards the drama lesson and teachers' self-efficacy beliefs of the second year early childhood teacher candidates who took the "Drama Education in Early Childhood" course in the undergraduate program at the end of their 14-week education. For this reason, it has been concluded that drama education at the undergraduate level is an important opportunity for teacher candidates to develop their professional self-efficacy.

Keywords

creative drama, attitudes towards drama, teachers' self efficacy beliefs

Erken Çocukluk Eğitiminde Drama Dersinin Öğretmen Adaylarının Mesleki Gelişimlerine Etkisi: Dramaya İlişkin Tutum ve Öğretmen Öz-yeterlik İnançları

Abstract

Bu araştırmanın amacı Okul Öncesi Öğretmenliği Lisans Programında yer alan Erken Çocukluk Eğitiminde Drama dersinin öğretmen adaylarının dramaya yönelik tutumlarını ve mesleki gelişim fırsatı olarak öğretmenlik öz-yeterlik inançlarını nasıl etkilediğini belirlemektir. Lisans programında aldıkları drama eğitiminin öğretmen adaylarının dramaya ilişkin tutumlarına ve öğretmenlik öz-yeterlik inançlarına etkisinin incelenmesi için tek gruplu öntest-sontest yarı deneysel araştırma modeli kullanılmıştır. Bu çalışmanın örneklemini bir devlet üniversitesinde okul öncesi öğretmenliği lisans programı ikinci sınıfına devam eden 52 öğrenci oluşturmaktadır. Öğretmen adaylarının dramaya ilişkin tutumlarını belirlemek için Adıgüzel (2007) tarafından geliştirilen “Yaratıcı Drama Dersine Yönelik Tutum Ölçeği” ve öğretmen öz-yeterliklerini belirlemek için Tepe ve Demir (2012) tarafından geliştirilen “Okul Öncesi Öğretmenliği Öz-Yeterlik İnançları Ölçeği” kullanılmıştır. Okul öncesi öğretmen adaylarının 14 hafta boyunca katıldıkları “Erken Çocukluk Eğitiminde Drama” dersi öncesinde ve sonrasında ölçümler yapılarak bu derste yapılan uygulamaların etkisi incelenmiştir. Yaratıcı Drama Dersine Yönelik Tutum Ölçeğinden elde edilen verilerin normal dağılım göstermemesi nedeniyle analiz işlemlerinde Wilcoxon İşaretli Sıralar testi, Okul Öncesi Öğretmenliği Öz-Yeterlik İnançları Ölçeğinden elde edilen verilerin normal dağılım göstermesi nedeniyle bağımlı gruplar t-testi kullanılmıştır. Elde edilen bulgular, “Erken Çocukluk Eğitiminde Drama” dersini alan ikinci sınıf okul öncesi öğretmen adaylarının 14 haftalık eğitimleri sonunda drama dersine yönelik tutumlarında ve öğretmenlik öz-yeterlik inançlarında istatistiksel olarak anlamlı bir farklılık olduğunu göstermiştir. Bu farklılık her iki değişken için de olumlu yöndedir. Bu nedenle lisans düzeyinde drama eğitiminin öğretmen adayları için kendi mesleki öz-yeterliklerini geliştiren önemli bir fırsat olduğu saptanmıştır

Keywords

Yaratıcı drama, Drama dersine yönelik tutum, Öğretmenlik öz-yeterliği

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