Year 2019, Volume 6 , Issue 2, Pages 338 - 351 2019-12-13

The Effects of Drama on Pre-service Teachers’ Affective Traits about Teaching

Necdet Aykaç [1] , Özgür Ulubey [2] , Özkan Çelik [3] , Perihan Korkut [4]


This study aims to investigate the effect of a drama program that was created to develop the affective traits of pre-service teachers; specifically, their attitudes towards teaching, teaching motivation, and self-efficacy. The study took place in the education faculty at a state university located on the west of Turkey, with 32 pre-service teachers enrolled in various departments of the faculty. Utilizing an embedded design; a type of mixed methods, the effects of the developed drama program were investigated. Quantitative data collection methods were used before and after the implementation so as to find out the effects of the program while qualitative data were collected during and after the program. Qualitative data were analysed along with the quantitative data to enhance the findings of the experiment. The quantitative data collection tools were “Teaching Motivation Scale”, “Teacher Self-Efficacy Scale”, and “Attitudes towards Teaching Scale”. The qualitative data were collected through semi-structured interview forms. According to the findings, the developed drama program was found to be effective in improving the pre-service teachers’ attitudes towards teaching, teaching motivation, and self-efficacy.


Creative drama, Teaching motivation, Teacher self-efficacy, Teacher attitudes
  • Akbas, A. & Celikkaleli, O. (2006). The investigation of the preservice elementary teachers’ science instruction self-efficacy beliefs according to their gender, type of education, and universities. Mersin University Journal of the Faculty of Education, 2(1) 98-110.
  • Akar-Vural, R. & Somers, J. W. (2011). Drama in primary education for humanist primary programme: Theory and Practice. Ankara: Pegem Publishing.
  • Alpaslan, M. M., Ulubey, O. & Yıldırım, K. (2018). Examination of the relations amongst support, class belonging and teacher self-efficacy in Turkish pre-service teachers. Ahi Evran University Journal of Kırşehir Education Faculty, 19(1), 242-261.
  • Andersen, C. (2004). Learning in “as-if” worlds: Cognition in drama in education. Theory into Practice, 43(4), 281-286.
  • Annarella, L. A. (1992). Creative drama in the classroom. Retrieved from ERIC No. Ed 391206.
  • Arieli, B. (2007). The integration of creative drama into science teaching. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3291364).
  • Atan, U. (2007). The effect of using creative drama in graphical design lesson on the achievement, attitude, continuance and application while educating art-work teacher (Example of Selcuk University). (Master’s Thesis). Retrieved from National Thesis Center.
  • Aydeniz, H. (2012). Impact of creative drama method on the academic achievement of university students and on their attitude towards French speaking. (Master’s Thesis). Retrieved from National Thesis Center.
  • Aykac, N., Duman, B., & Yurumezoglu, K. (2011). Stimulating the affective domain in teacher education]. Aramızdan Ayrılışının 30. Yılında Hasan Ali Yücel’den Günümüze Eğitim, Bilim, Kültür Politikaları Symposium. İzmir.
  • Aykac, M., & Adıguzel, O. (2011). The effect of using creative drama as a method in social studies class on students’ achievement. Kastamonu Education Journal, 19(1), 297-314.
  • Bandranaike, S., & Wilson, J. (2015). Building capacity for work-readiness: Bridging the cognitive and affective domains. Asia-Pacific Journal of Cooperative Education, 16(3), 223-233.
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
  • Bilgin, H. (2015). The effect of creative drama method used along with scenario - based teaching to the self - efficacy perception, self - regulatory learning abilities, academic achievement and learning permanence of pre - service teachers. (Master’s Thesis). Retrieved from National Thesis Center.
  • Birbeck, D. & Andre, K. (2009). The affective domain: Beyond simply knowing. In J. Milton, C. Hall, J. Lang, G. Allan & M. Nomikovdis (Eds.), ATN Assessment Confrence 2009: Assessment in Different Dimensions Conference Proceedings (pp. 40-47). Melbourne: RMIT University.
  • Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.
  • Bulut, A. & Aktepe, V. (2015). The impact of creative drama supported mathematics teaching on student accomplishment. Kastamonu Journal of Education, 23(3), 1081- 1090. Capa, Y., Cakiroglu, J., & Sarikaya, H. (2005). The development and validation of a Turkish version of the teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81.
  • Cawthon, S. & Dawson, K. (2009). Drama for schools: Impact of a drama-based professional development program on teacher self-efficacy and authentic instruction. Youth Theatre Journal, 23, 144-161.
  • Cayir, N. A. & Gokbulut, O. (2015). A qualitative study on personal development of teacher qualification with creative drama method. Mersin University Journal of the Faculty of Education, 11(2), 252-271.
  • Celik, O. (2016). The application of creative drama method in values teaching through interdisciplinary approach. (Doctoral dissertation). Retrieved from National Thesis Center.
  • Celik, H., & Terzi, A. R. (2017). An analysis of formation teacher candidates’ attitudes towards copying and their level of teaching. Journal of Current Researches on Social Sciences, 7(3), 349-362.
  • Celikoz, N. & Cetin F. (2004). The factors that affect the AHS students' attitudes towards the teaching profession. Journal of National Education, 32(162), 136-145. Ceylan, H. (2014). The effect of using creative drama method in lecturing the 6th grade maths course 'equality and equation' to students' attitudes. (Master’s Thesis). Retrieved from National Thesis Center.
  • Debreli, E. (2011). The effect of creative drama-based instruction on seventh grade students’ achievement in ratio and proportion concepts and attitudes toward mathematics. (Master’s Thesis). Retrieved from National Thesis Center.
  • Demirtas, H., Comert, M., & Ozer, N. (2011). Pre-service teachers’ self-efficacy beliefs and attitudes towards profession. Education and Science, 36(159), 96-111.
  • Duatepe, A. (2004). The effects of drama-based instruction on seventh grade students’ geometry achievement, van hele geometric thinking levels, attitude toward mathematics and geometry. (Doctoral dissertation). Retrieved from National Thesis Center.
  • Erkan, G. & Aykac, M. (2014). The effects of creative drama activities constructed with Samed Behrengi books on the writing skills and attitudes of students. The Journal of International Social Research, 7(31), 600-610.
  • Evin-Gencel, I. (2009). Learning styles, instruction based on Kolb’s experiential learning theory, attitude and social studies achievement. (Doctoral dissertation). Retrieved from National Thesis Center.
  • Freeman, G. D., Sullivan, K. & Fulton, C. R. (2010). Effects of creative drama on self-concept, social skills, and problem behaviour. The Journal of Educational Research, 96(3), 131-138.
  • Gable, R.K., & Wolf, J.W. (1993). Instrument development in the affective domain: Measuring attitudes and values in corporate and school settings. Boston: Kluwer Academic.
  • Garritz, A. (2010). Personal reflection: Pedagogical content knowledge and the affective domain of scholarship of teaching and learning. International Journal for the Scholarship of Teaching and Learning, 4(2), 1-6.
  • Gunaydin, G. (2008). The effection of drama method on achievement and attitude while teaching social sciences at level primary the sixth clases. (Master’s Thesis). Retrieved from National Thesis Center.
  • Guzel-Candan, D. & Evin-Gencel, I. (2015). Adaptation of the motivation to teach scale into Turkish Mehmet Akif Ersoy University Journal of Social Sciences Institute, 1(36), 72-89.
  • Han, J. & Yin, H. (2016) Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1), 1-18.
  • Heathcote, D. (1991). Collected writings on education and drama. London: Hutchinson.
  • Hendrix, R., Eick C. & Shannon, D. (2012). The integration of creative drama in an inquiry-based elementary program: The effect on student attitude and conceptual learning. Journal of Science Teacher Education. 23(7), 823– 846.
  • Horasan-Dogan, S., & Ozdemir-Simşek, P. (2017). Improving metacognitive awareness through creative drama. Bartın University Journal of Faculty of Education, 6(3), 804-816. Horasan- Dogan, S., & Cephe, P. T. (2018). A suggested syllabus for creative drama course in ELT. Journal of Language and Linguistic Studies, 14(2), 305-324.
  • Kaf-Hasirci, O., Bulut, M. S. & Saban-Iflazoglu, A. (2008). Views of pre-service teacher on the personal and academic benefits of creative drama lesson. Creative Drama Journal, 3(6), 63-81.
  • Kara, A. (2004). The effect of an affective domain-oriented programme in foreign language teaching on student motivation and expactation. XIII. National Educational Sciences Congress, İnönü University, Faculty of Education, Malatya.
  • Kao, S. M. & O'Neill, C. (1998). Words into worlds: Learning a second language through process drama. Stanford: Ablex Publishing Corporation.
  • Kauffman, D. F., Yilmaz-Soylu, M. & Duke, B. (2011). Validation of the motivation to teach scale. Hacettepe University Journal of Education, 40, 279-290.
  • Kirmizi, B. (2012). The effect of drama technique with six hats on the students’ achievement in German studies. Adiyaman University Journal of Social Sciences, 5(10), 265-290.
  • Korkut, P., & Celik, O. (2018). Developing pronunciation through creative drama. The Language Learning Journal, 1-13.
  • Ledoux, J. (2006). The emotional brain: The mysterious underpinnings of emotional life. İstanbul: Pegasus Publishing.
  • Lee, B., Cawthon, S. & Dawson, K. (2013). Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama base professional development program. Teaching and Teacher Education, 30, 84-98.
  • Lincoln, Y. S., & Guba, G. (1985). Naturalistic inquiry. California: Sage Publication.
  • Meriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • O'Neill, C. & Lambert, A. (1991). Drama structures: A practical handbook for teachers. Portsmougth: Heinemann Educational Books.
  • Ormanci, U., & Ozcan, S. (2014). The effect of the using drama method in primary school science and technology courses on student attitude and motivation. Pegem Journal of Education and Instruction, 4(4), 2014, 23-40.
  • Onder, A. (2001). Educational drama for experiential learning: Theoretical bases and practical techniques and samples. İstanbul: Epsilon.
  • Ozcelik, D. A. (1989). Curriculum and instruction. Ankara: OSYM Publishing.
  • Ozdemir, L. (2003). The Effect of creative drama to the emotional quotient. (Master’s Thesis). Retrieved from National Thesis Center.
  • Ozer, M. (2004). The effect of social science instruction based on creative drama method toward democratic attitudes and achievement. (Master’s Thesis). Retrieved from National Thesis Center.
  • Ozmen, K. S. (2010). Fostering nonverbal immediacy and teacher identity through an acting course in English teacher education. Australian Journal of Teacher Education, 35(6) 1-23.
  • Ozmen, K. S. (2011). Acting and teacher education: The being model for identity development. Turkish Online Journal of Qualitative Inquiry, 2(2), 36-49.
  • Pajares, M. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
  • Patton, M. Q. (2014). Qualitative research. Ankara: Pegem Publishing.
  • Pierre, E. & Oughton, J. (2007). The affective domain: Undiscovered country. College Quarterly, 10(4), 1-7.
  • Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548.
  • Sahin, E. (2012). Effects of 7e and creative drama based 7e models about magnetic field on the achievement and attitudes of pre-service physics teachers. (Doctoral dissertation). Retrieved from National Thesis Center.
  • Schunk, D. H. (2009). Learning theories: An educational perspective. Ankara: Nobel.
  • Shoffner, M. (2009). The place of the personal: Exploring the affective domain through reflection in teacher preparation. Teaching and Teacher Education, 25, 783-789.
  • Semerci, N. & Semerci, C. (2004). Teaching attitudes in Turkey. Firat University Journal of Social Sciences, 14(1), 137-146.
  • Simsek, M. (2013). The effect of creative drama on preservice primary teachers' social skills. (Master’s Thesis). Retrieved from National Thesis Center.
  • Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching, Asia‐Pacific Journal of Teacher Education, 36(2), 79-104.
  • Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. London: Sage.
  • Toraman, C. & Ulubey, O. (2016). The Effect of Creative Drama Method on the Attitude towards Course: A Meta-Analysis Study. Journal of Educational Sciences Research, 6(1), 87-115.
  • Ulubey, O. (2015). The effect of the implementation of citizenship and democracy education curriculum with creative drama and other interactive teaching methods on academic achievement and loyalty to democratic values. (Doctoral dissertation). Retrieved from National Thesis Center.
  • Ulubey, O., & Gozutok, F. D. (2015). Future citizenship, democracy and human rights education with creative drama and other interactive teaching methods. Educaion and Science, 40(182), 87-109.
  • Ulubey, O., & Toraman, C. (2015). The effect of creative drama on students' academic achievement: A meta-analysis study. Journal of Mustafa Kemal University the Institute of Social Sciences, 12(32), 195-220.
  • Ustundag, T. (1996). The three dimensions of creative drama. Journal of Education for Life, 19(95), 19-23.
  • Ustundag, T. (2010). Emotional intelligence, affective traits and creative drama. Creative Drama 1999-2002 writings (Ed. Omer Adiguzel) Ankara: Naturel Publishing.
  • Ustundag, T. (2014). The diary of my creative drama teacher. Ankara: Pegem Publishing.
  • Ustuner, M. (2006). Reliability and validity study of an attitude scale of teaching profession. Educational Administration: Theory and Practice, 45, 109-127.
  • Yildirim, A. & Simsek H. (2013). Qualitative research methods in social sciences (9th ed.). Ankara: Seckin Publishing.
  • Yildirim, K., Alpaslan, M. M. & Ulubey, Ö. (2019). Exploring teaching motivation of preservice teachers studying at pedagogic formation program. Journal of Abant İzzet Baysal University Faculty of Education, 19(1), 428-439.
  • Yilmaz, S. (2013). Effect of education with drama method in social studies on the levels of social ability, emphathic ability and academic achievement of students. (Doctoral dissertation). Retrieved from National Thesis Center.
  • Yigit, Ç. (2010). Creative drama in music. Journal of Uludag University Faculty of Education, 23(1), 1-10.
Primary Language en
Subjects Social
Journal Section Articles
Authors

Orcid: 0000-0001-8020-713X
Author: Necdet Aykaç
Institution: Muğla Sıtkı Koçman University, Faculty of Education
Country: Turkey


Orcid: 0000-0001-7672-1937
Author: Özgür Ulubey (Primary Author)
Institution: Muğla Sıtkı Koçman University, Faculty of Education
Country: Turkey


Orcid: 0000-0002-8490-9419
Author: Özkan Çelik
Institution: Muğla Sıtkı Koçman University, Faculty of Education
Country: Turkey


Orcid: 0000-0002-5037-0267
Author: Perihan Korkut
Institution: Muğla Sıtkı Koçman University, Faculty of Education
Country: Turkey


Supporting Institution This study was supported by Scientific Research Projects Coordination Unit of Muğla Sıtkı Koçman University
Project Number 17/235
Dates

Publication Date : December 13, 2019

Bibtex @research article { ijcer587566, journal = {International Journal of Contemporary Educational Research}, issn = {}, eissn = {2148-3868}, address = {}, publisher = {Mustafa AYDIN}, year = {2019}, volume = {6}, pages = {338 - 351}, doi = {10.33200/ijcer.587566}, title = {The Effects of Drama on Pre-service Teachers’ Affective Traits about Teaching}, key = {cite}, author = {Aykaç, Necdet and Ulubey, Özgür and Çelik, Özkan and Korkut, Perihan} }
APA Aykaç, N , Ulubey, Ö , Çelik, Ö , Korkut, P . (2019). The Effects of Drama on Pre-service Teachers’ Affective Traits about Teaching. International Journal of Contemporary Educational Research , 6 (2) , 338-351 . DOI: 10.33200/ijcer.587566
MLA Aykaç, N , Ulubey, Ö , Çelik, Ö , Korkut, P . "The Effects of Drama on Pre-service Teachers’ Affective Traits about Teaching". International Journal of Contemporary Educational Research 6 (2019 ): 338-351 <http://ijcer.net/en/issue/50452/587566>
Chicago Aykaç, N , Ulubey, Ö , Çelik, Ö , Korkut, P . "The Effects of Drama on Pre-service Teachers’ Affective Traits about Teaching". International Journal of Contemporary Educational Research 6 (2019 ): 338-351
RIS TY - JOUR T1 - The Effects of Drama on Pre-service Teachers’ Affective Traits about Teaching AU - Necdet Aykaç , Özgür Ulubey , Özkan Çelik , Perihan Korkut Y1 - 2019 PY - 2019 N1 - doi: 10.33200/ijcer.587566 DO - 10.33200/ijcer.587566 T2 - International Journal of Contemporary Educational Research JF - Journal JO - JOR SP - 338 EP - 351 VL - 6 IS - 2 SN - -2148-3868 M3 - doi: 10.33200/ijcer.587566 UR - https://doi.org/10.33200/ijcer.587566 Y2 - 2019 ER -
EndNote %0 International Journal of Contemporary Educational Research The Effects of Drama on Pre-service Teachers’ Affective Traits about Teaching %A Necdet Aykaç , Özgür Ulubey , Özkan Çelik , Perihan Korkut %T The Effects of Drama on Pre-service Teachers’ Affective Traits about Teaching %D 2019 %J International Journal of Contemporary Educational Research %P -2148-3868 %V 6 %N 2 %R doi: 10.33200/ijcer.587566 %U 10.33200/ijcer.587566
ISNAD Aykaç, Necdet , Ulubey, Özgür , Çelik, Özkan , Korkut, Perihan . "The Effects of Drama on Pre-service Teachers’ Affective Traits about Teaching". International Journal of Contemporary Educational Research 6 / 2 (December 2019): 338-351 . https://doi.org/10.33200/ijcer.587566
AMA Aykaç N , Ulubey Ö , Çelik Ö , Korkut P . The Effects of Drama on Pre-service Teachers’ Affective Traits about Teaching. International Journal of Contemporary Educational Research. 2019; 6(2): 338-351.
Vancouver Aykaç N , Ulubey Ö , Çelik Ö , Korkut P . The Effects of Drama on Pre-service Teachers’ Affective Traits about Teaching. International Journal of Contemporary Educational Research. 2019; 6(2): 351-338.