From Theory to Practice: Theater Reading (TR) as a Critical and Transformative Literacy Practice in an Educational Development Course

Aghaei, Khadijeh; Koo, Yew Lie; Noor, Noorizah Mohd; Rajabi, Mojtaba

doi:10.1016/j.sbspro.2014.02.005

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…The results showed that learners developed the ability to read at an appropriate pace, use accurate phrasing, expressiveness, and fluency, leading to increased confidence in their reading skills. In contrast, Aghaei et al (2014) implemented a remedial reading program focusing on critical literacy using theatre reading for postgraduate students in English language education. Their case study revealed that integrating theatre reading enhanced critical reading skills both in and out of the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

Examine the Viewpoints of B.ED. Teachers Regarding Theater-Based Teaching (Tbt)

Jain,

Sharma

2024

ShodhKosh J. Vis. Per. Arts

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Learning is ideally a natural process for students, focusing on active involvement and practical application. Emotional involvement plays a vital role in comprehending concepts deeply and retaining them over time. Theater, acknowledged worldwide for its effectiveness in fostering such engagement, has been extensively researched in this regard. This study investigates teachers' perspectives on Theater-Based Teaching (TBT), an educational approach that incorporates theatrical elements. The research seeks to reveal teachers' opinions, convictions, and encounters with TBT.Objective: The objective of this study is to examine the perceptions of Trainee teacher’s regarding Theater-Based Teaching (TBT).Method: This quantitative study endeavored to investigate the benefits associated with integrating Theater-Based Teaching (TBT) activities into the teaching-learning process. A questionnaire utilizing the Likert Five-point rating scale was developed and administered to 54 participating educators.Result: This study demonstrates that TBT activities contribute to the development of life skills, enrich learning experiences, and broaden knowledge children. The findings suggest that integrating TBT activities into education can support children's holistic development.

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Section: Literature Reviewmentioning

confidence: 99%

Examine the Viewpoints of B.ED. Teachers Regarding Theater-Based Teaching (Tbt)

Jain,

Sharma

2024

ShodhKosh J. Vis. Per. Arts

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“…The findings of the case study showed that implementing theatre reading promoted critical reading both in and out of class. On the other hand, unlike Tsou who engaged EFL learners, and Aghaei et al (2014) who involved post-graduate students, it was necessary to employ theatre reading on ESL higher intermediate to enhance reading ability. Kabilian and Kamaruddin (2010) reported that readers' theatre significantly improved learners' understanding of text material and increased their motivation and interest to learn literature.…”

Section: Related Studiesmentioning

confidence: 99%

Perception of teachers on readers’ theatre and reading comprehension: Prospects for curriculum planning

Kulo

Odundo²,

Kibui³

2021

JLLS

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Reading has always been a challenging task especially for struggling learners of English as a second language (ESL). Readers' theatre has been used as a class instruction approach to enable learners to become innovative and active participants in the reading class. During class instruction, teachers use multiple strategies such as modeling reading accuracy, main idea instruction, group reading, adapting scripts, and discussion. Using a qualitative approach, this study aimed at investigating the perception of secondary school teachers on the impact of readers' theatre for improvement of reading comprehension of learners of ESL. Data was collected using interviews from eight teachers of English in secondary schools in Kisumu County, Kenya, and lessons were also observed. Purposive sampling was used to select the teachers. The findings were reported verbatim in accordance with the themes of the study. The findings revealed that readers' theatre class activities enabled learners to be involved actively in-class reading tasks which resulted in enhanced reading comprehension. Furthermore, learners built confidence in reading due to group reading. The findings of this study will assist teachers to plan appropriate class activities that scaffold reading comprehension and build confidence among learners. The study suggests further studies on implementing readers' theatre on writing skills.

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“…Lin and Luk (2015) point out that "critical thinking is believed to be an essential skill for 21st century survival and has therefore been widely promoted in education" (p. 67). Its significance in education and, in particular, to students' learning has been echoed by several researchers (e.g., Marzban & Barati, 2016;Yousefi & Mohammadi, 2016;Aghaei, Koo, Noor & Rajabi, 2014) who argue that CT is a fundamental contributor to students' overall academic success.…”

Section: Introductionmentioning

confidence: 99%

In-service teachers’ challenges to implementing an approach to critical thinking and critical reading in Chile

Veliz

2021

Engl. Lang. Teach. Educational. Journal

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The present study reports on the challenges of implementing an approach to critical thinking and critical reading in English language teaching (ELT) in Chile. Participants in this research are in-service teachers of English enrolled in a Master’s course in Teaching English as a Foreign Language (TEFL) in Chile. In order to develop and construct a thorough understanding of the participants’ past and present academic literacy experiences, they were invited for one-to-one meetings (semi-structured interviews) where, rather than reminiscing about past literacy experiences, they were encouraged to engage in narratives about their experiences with and challenges of developing a socially critical awareness of literacy at university, and in their current teaching practices. Analysis of the participants’ accounts revealed, first and foremost, the pervasive presence of literacy practices that reflect and favor a strong culture of compliance over critical reflection, and, secondly, great concerns about the lack of systematic preparation in English teacher education (ETE) programs to develop and implement a more critical stance toward critical thinking and critical reading. The paper concludes by interrogating and challenging current university practices that, based on the participants’ views, seem to replicate a culture that reproduces both social and cultural inequalities.

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From Theory to Practice: Theater Reading (TR) as a Critical and Transformative Literacy Practice in an Educational Development Course

Cited by 4 publications

References 1 publication

Examine the Viewpoints of B.ED. Teachers Regarding Theater-Based Teaching (Tbt)

Examine the Viewpoints of B.ED. Teachers Regarding Theater-Based Teaching (Tbt)

Perception of teachers on readers’ theatre and reading comprehension: Prospects for curriculum planning

In-service teachers’ challenges to implementing an approach to critical thinking and critical reading in Chile

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