A challenge, a Threat and a Promise: Drama as Professional Development for Teacher Educators

Raphael, Jo; O’Mara, Joanne

doi:10.1080/17508480209556404

Cited by 8 publications

(6 citation statements)

References 2 publications

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“…In such an activity, learners are able to apply knowledge in context and receive the consequences of actions safely (Ching, 2014;Dracup, 2012). Educational benefits associated with the roleplay strategy include deep-level learning outcomes that resonate for a long time (Bolton & Heathcote, 1999;Dracup, 2008), engaging experiential learning experiences for learners (Raphael & O'Mara, 2002), and rewarding teaching experiences for instructors (Bolton & Heathcote, 1999). Role-play has been widely adopted in various disciplines to achieve diverse learning outcomes: to train medical students and healthcare practitioners to learn communication skills (Lane & Rollnick, 2007;Nestel & Tierney, 2007), to develop business school students in group decision-making skills (Bos & Shami, 2006), to help educators explore issues of quality in education (Beach & Doerr-Stevens, 2011), and to build collaboration and leadership skills of future educational leaders (Howard, McClannon, & Wallace, 2014).…”

Section: Role-playing Peer-feedback Activitymentioning

confidence: 99%

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Ching

Hsu

2016

IRRODL

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Peer feedback affords interaction and critical thinking opportunities for learners in online courses.However, various factors prevent learners from taking advantage of these promising benefits. This study explored learners' perceptions of the interpersonal factors in a role-playing peer-feedback activity, and examined the types of peer feedback that learners generated when playing a role. Participants were 16 graduate students engaged in an online role-playing peer-feedback activity. The results from survey responses revealed learners' positive interpersonal beliefs, including psychological safety and trust, toward the role-playing peer-feedback activity. In addition, more than sixty percent of the participants reported being more comfortable critiquing peers' work when playing a role. The content analysis of the peer-feedback entries indicated that learners were able to generate highly constructive feedback entries.In addition to adding supportive comments, those feedback entries identified problems, asked questions, and provided suggestions. The results show that role-play strategy has great potential to enhance learners' interpersonal beliefs in peer-feedback activity and their feedback quality.

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Section: Role-playing Peer-feedback Activitymentioning

confidence: 99%

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Ching

Hsu

2016

IRRODL

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“…Second, it engages both learners and instructors. That is, learners tend to enjoy the experiential learning experiences (Raphael & O'Mara, 2002) and the instructors tend to find the experiences rewarding (Bolton & Heathcote, 1999). Third, role-play can help learners develop problem-solving abilities by assuming different roles situated in complex problem scenarios relevant to the professional domain (Hou, 2012).…”

Section: Using Role-playing To Augment Constructive Peer Feedbackmentioning

confidence: 99%

Exploring the impact of role-playing on peer feedback in an online case-based learning activity

Ching

2014

IRRODL

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This study explored the impact of role-playing on the quality of peer feedback and learners' perception of this strategy in a case-based learning activity with VoiceThread in an online course. The findings revealed potential positive impact of role-playing on learners' generation of constructive feedback as role-playing was associated with higher frequency of problem identification in the peer comments. Sixty percent of learners perceived the role-play strategy useful in assisting them to compose and provide meaningful feedback. Multiple motivations drove learners in making decisions on role choice when responding to their peers, mostly for peer benefits. Finally, 90% of learners reported the peer feedback useful or somewhat useful. Based on the findings of this study, we discussed educational and instructional design implications and future directions to further the line of research using role-play strategy to enhance peer feedback activity.

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“…Research has shown that by implementing drama in the teaching process, teachers become representatives of educational change (Ryan, 2005). By offering support, motivation, professionalism, knowledge and skills in such forms of work (Oreck, 2006) they provide their pupils with quality life practice (Raphael & O'Mara, 2002). According to Waldschmidt (1998), teachers emphasize that the integration of drama in teaching could not be possible without learning from their own real experiences and without having previously acquired knowledge.…”

Section: The Importance Of Drama In Educationmentioning

confidence: 99%

Opinions of Future Primary Education Teachers on the Application of Drama in Education (DiE)/Mišljenja budućih učitelja primarnog obrazovanja o primjeni dramskog odgoja u nastavi

Vukojević

2018

Croatian Journal of Education

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The paper presents the results of the research which examined the relationship between the sense of competence of future primary education teachers for DiE and their opinions on the importance of applying DiE in teaching. The research was carried out on a sample of N=225 students. The participants were students of the Faculty of Teacher Education in Zagreb (N=95) with the Čakovec branch (N=69) and Petrinja branch (N=26) as well as students of the Faculty of Humanities and Social Sciences in Split-Department of Teacher Education (N=35). Research results show that students have an affinity for DiE although only 15% of the participants consider themselves competent for applying DiE.

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A challenge, a Threat and a Promise: Drama as Professional Development for Teacher Educators

Cited by 8 publications

References 2 publications

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Exploring the impact of role-playing on peer feedback in an online case-based learning activity

Opinions of Future Primary Education Teachers on the Application of Drama in Education (DiE)/Mišljenja budućih učitelja primarnog obrazovanja o primjeni dramskog odgoja u nastavi

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