Pre-school Teachers’ Awareness of Drama Method and Their Use in Social Studies
Yazarlar (3)
Türkiye
Ağrı İbrahim Çeçen Üniversitesi, Türkiye
| Bildiri Türü | Tebliğ/Bildiri |
| Bildiri Alt Türü | Tam Metin Olarak Yayınlanan Tebliğ (Uluslararası Kongre/Sempozyum) |
| Bildiri Niteliği | Alanında Hakemli Uluslararası Kongre/Sempozyum |
| Bildiri Dili | İngilizce |
| Kongre Adı | 4th INTERNATIONAL CONFERENCE ONADVANCES INNATURAL APPLIED SCIENCES |
| Kongre Tarihi | 19-06-2019 / 22-06-2019 |
| Basıldığı Ülke | Türkiye |
| Basıldığı Şehir | Ağrı |
| Özet |
| In this research, it is aimed to reveal how pre-school teachers perceive drama method, what subjects they use this method, self-efficacy perceptions in practice and various suggestions for using drama method more effectively. Case study, one of the qualitative research methods, was used in the study. The study was carried out with 10 pre-school teachers who were selected by random sampling from various schools in the central district of Ağrı. In the interviews, interview form including 12 open-ended questions, which were formed by the researchers with the opinion of experts, were applied to the teachers. Oneon-one interviews were conducted with the teachers on the mentioned subjects and the opinions were analyzed by content analysis. The findings showed that teachers mostly defined drama method as empathy, animation and play; stated that the main purpose of using drama method is to develop children's empathy ability, to contribute to their socialization and to ensure that their knowledge is more permanent. On the other hand, they stated that the drama course should be given as a compulsory and practice-oriented course in universities. According to the results, it was seen that the duration of teaching profession and practicing drama courses had a positive effect on teachers' self-sufficiency in drama activities. It can be said that it is necessary to give applied drama courses, seminars, etc. to pre-school teachers for the effective use of drama method in pre-school. |
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