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

Horasan-Dogan S.

JOURNAL OF LANGUAGE IDENTITY AND EDUCATION, 2022 (AHCI) identifier identifier

  • Publication Type: Article / Article
  • Publication Date: 2022
  • Doi Number: 10.1080/15348458.2021.2008252
  • Journal Name: JOURNAL OF LANGUAGE IDENTITY AND EDUCATION
  • Journal Indexes: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Communication & Mass Media Index, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Keywords: Creative drama, performance-based teacher education (PBTE), pre-service teachers, teacher beliefs, teaching as a performing art, SKILLS, ART
  • Hacettepe University Affiliated: Yes

Abstract

This study explored the impacts of a creative drama course on pre-service teachers' beliefs about teaching skills. The participants kept weekly reflective journals and were observed in micro-teachings during the drama course. They were also interviewed four times over a period of two years. The results revealed positive perceptions about using drama in teacher education programs. Their beliefs were more oriented around personal and professional skills. As a result, performance-based practice embedded in creative drama courses in teacher education was discussed with a "teaching as a performing art" approach.