Video based instruction is very popular instructional technology and can be used in different disciplines. According to the different objectives of lessons or nature of the discipline, the integration of the video into lessons is also varying. In some lessons, video can be used not only as an instructional tool for supporting lesson with different activities but also as a discussion tool for facilitating interaction and communication among students, teachers and video films. This study aims to examine the pre-service teachers' perceptions about video based classroom discussions. The participants of this study were thirty five senior class students of the education faculty, from department of Early Childhood Education Program (ECE) at a private university. After eight week video based discussion process, pre-service teachers were posed six open-ended questions to evaluate the effectiveness of the video based discussion method. The qualitative data were analyzed through the content analysis.
ÖzetBu çalışmada, günümüzde önemi giderek artan dramanın duygusal zekanın gelişimine etkisi incelenmektedir. Çalışmaya Başkent Üniversitesi Eğitim Fakültesinde drama dersini alan otuz lisans öğrencisi katılmaktadır. Nitel araştırma tekniklerinden toplu görüşmeler, portfolyo değerlendirme, video kayıt ve gözlem teknikleri kullanılarak drama eğitiminin kişilerin duygusal zeka ve iletişim becerileri üzerindeki etkilerinin ortaya çıkarılması amaçlanmıştır. Duygusal zekanın gelişimi için sağlıklı bir iletişime gerek duyulduğu gibi, iyi ve güvenilir bir iletişim için de duygusal zekanın gelişimine gereksinim vardır. Birbirini tamamlayan bu iki bileşen, duygusal zeka ve iletişim becerileri, drama eğitimi öncesinde, süreç boyunca ve sonrasında çok yönlü ve derinlemesine araştırılmıştır. Bireyin kendi potansiyelini tanıması ve gelişme kaydedebilmesi için en elzem bileşenlerin başında kişinin duygularının farkında olması, bunu ifade edebilmesi ve sağlıklı iletişim kurması gelir. Aynı zamanda iletişimi sağlıklı hale getirebilmek için de duygunun açık ve doğru şekilde iletilmesi ve alıcı kişinin de bunu tanımak konusunda yeterliliğin olması gerekir. Drama çalışmalarının özünde birlikte üretme ve paylaşma isteği olduğundan, birbiriyle etkileşim içinde olan ve birbirlerini besleyen bu iki bileşenin de gelişmesi için uygun bir ortam oluşmaktadır. AbstractIn this study, the effect of drama on the development of emotional intelligence, which gains more importance nowadays, is investigated. Thirty undergraduate students taking drama course in the Education Faculty of Baskent University are participated in the study. Qualitative research methods, which are group interviews, observations, video recordings and portfolio evaluation, are used to understand the effects of drama education on individuals' emotional intelligence and communication skills. Developing emotional intelligence needs a healthy communication, whereas a healthy and reliable communication needs a development in emotional intelligence. These two complementary pieces, emotional intelligence and communication skills, are analyzed thoroughly before, during and after the drama education. Being aware of the selfemotions, expressing them and establishing a healthy communication are the most essential components of knowing ones self potential and improving it. Since there is the idea of producing and sharing in the heart of drama studies, it makes a suitable environment for the development of emotional intelligence.
With the realization of the substantial long-term educational, social, and economic benefits produced by high-quality preschool education, preschool teachers’ education is becoming more focused on in recent years. Moreover, other than the studies focus on providing evidence for the impact of the preschool education on the children outcomes, studies showing large benefits occur only when teachers are professionally prepared and adequately compensated are also increased. On the other hand, studies focusing on the program evaluation or educational systems mainly consider the issue from a more structured and multidimensional view. In this respect, as an example of open social systems, teacher education depends on many interrelated components that affect each other directly or indirectly. The aim of this study is to review and discuss some of these components of preschool teacher education Turkish context such as the student selection policy, faculty development, recruitment policy and competencies of the graduates. Current issues of preschool teacher education are reviewed within the light of the research and related documents in order to understand the context within a macro perspective.Keywords: Preschool teacher education, educational policy, open social system, Turkish context
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