A study of a person-centred approach to teacher education within a drama course: its contribution to pre-service teachers’ professional ethics

Hadjipanteli, Angela

doi:10.1080/02619768.2021.1970741

Cited by 3 publications

(2 citation statements)

References 35 publications

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“…When the qualitative data analysis were examined, it was observed that creative drama enhanced the preservice teachers' development of emphatic tendency. There exist previous research confirming this finding in the literature (Dereboy et al, 2005;Griggs, 2001;Hadjipanteli, 2021;Heathcote, 1984;Horasan-Doğan, 2022;Maley & Duff, 2005;Salmon, 2003;Tarrant et al, 2009). For example, role playing activities in the creative drama helped the preservice teachers put themselves into other people's shoes as emphasized by the words of "an important capacity for a teacher to have with respect to her/his students" (Griggs, 2001, p. 29).…”

Section: Discussionmentioning

confidence: 64%

“…With the help of the role playing activities, they learn to think and view from different perspectives enhancing flexibility. Also, preservice teachers' open-mindedness improved through creative drama as emphasized in the study of Hadjipanteli (2021) and their skills related to metacognition such as solving problems, evaluating and analyzing solutions and solution strategies and making decisions based on these thoughts developed through creative drama as stated in the previous research (Buley et al, 2019;Özmen, 2010). Moreover, the preservice teachers made explanations supporting these quantitative findings through the interviews.…”

Section: Discussionmentioning

confidence: 64%

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Examining the effects of creative drama onteacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency

2024

Pegegog

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The current study aimed to examine the effects of creative drama on preservice teachers' teacher efficacy beliefs, critical thinking disposition, emphatic tendency and reflective thinking tendency. The present study was designed based on explanatory sequential mixed design research method. The preservice teachers participated in 8-week creative drama training. In the quantitative part of the study, one group pre-test-post-test experimental research design as one of the weak experimental designs, was used in order to examine the effects of creative drama on these variables. 42 preservice teachers were selected by convenience sampling strategy was conducted to Teacher Efficacy Belief Scale, Critical Thinking Disposition Scale, Emphatic Tendency Scale and Reflective Thinking Tendency Scale. The quantitative data were analyzed by applying paired samples t-test analysis. In the qualitative part of the study, the case study was used in order to investigate the effects of creative drama on the variables in detail. 42 preservice teachers were conducted semi-structured interviews in order to detail the quantitative findings. Their views about the effects of creative drama training on the explained variables were analyzed and reported. The qualitative data were collected through semi-structured interview form prepared by the researchers and analyzed by content analysis technique. To conclude, the perservice teachers' teacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency improved through creative drama training. The qualitative data collected through semi-structured interviews confirmed the quantitative findings and provided evidences for their development on these variables with the help of creative drama.

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Section: Discussionmentioning

confidence: 64%

Section: Discussionmentioning

confidence: 64%

Examining the effects of creative drama onteacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency

2024

Pegegog

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Performance-based Teacher Education: The Impacts of a Creative Drama Course on Pre-service Teachers’ Beliefs

Horasan-Doğan¹

2022

Journal of Language, Identity & Education

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Conceptualising teacher dialogic artistry: a nexus of pedagogical dispositions and language qualities

Hadjipanteli,

Vrikki

2023

Front. Educ.

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Teacher pedagogical artistry is fundamental to good teaching. This paper attempts to conceptualise one perspective of pedagogical artistry, that of teacher dialogic artistry. This conceptualisation is built on two dimensions of teachers’ conduct aesthetically embodied in dialogic pedagogy: the pedagogical dispositions and language qualities. In this light, we suggest three dispositions that teachers need to develop a dialogic ecology in their class. These are togetherness, provisionality, and exploratory disposition. It is also essential that each of these dispositions be accompanied by a teacher’s code of verbal communication thoroughly harmonised with them. In the context of such dialogic ecology, students are offered the potential to shape their dialogic ethos.

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A study of a person-centred approach to teacher education within a drama course: its contribution to pre-service teachers’ professional ethics

Cited by 3 publications

References 35 publications

Examining the effects of creative drama onteacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency

Examining the effects of creative drama onteacher efficacy belief, critical thinking disposition, emphatic tendency and reflective thinking tendency

Performance-based Teacher Education: The Impacts of a Creative Drama Course on Pre-service Teachers’ Beliefs

Conceptualising teacher dialogic artistry: a nexus of pedagogical dispositions and language qualities

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