The Effects of Creative Drama-Based Instruction on Primary School Teachers’ Self-Efficacy and Conceptions of Teaching and Learning
pp. 24-36 | Published Online: March 2017 | DOI: 10.22521/edupij.2017.61.2
The purpose of this study was to examine the influence of creative drama-based instruction on in-service primary teachers’ self-efficacy and teaching and learning conceptions. In this study, sequential explanatory mixed model was used. Questionnaires determining in-service teachers’ self-efficacy and teaching and learning conceptions were administrated as pre-test and post-test. In addition to this, as qualitative data at the beginning of the program, participants were asked to answer open-ended questions to map their readiness for the program, including their expectations. At the end of the program they were asked to what degree their expectations were met, and what they learned from the program. A total of 20 female and 20 male in-service primary teachers participated in creative drama-based instruction that consisted of a total of 48 hours over six days. Results showed that the creative drama-based instruction increased primary teachers’ self-efficacy. Teachers reported that creative drama-based instruction had teachers develop more constructivist approach in teaching and learning. Implications and future research direction were also discussed.
Keywords: conception of teaching and learning, creative drama, primary teacher education, self-efficacyReferences
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