Drama in Education Lesson According to Pre-service Teachers in Terms of Individual and Professional Development
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Abstract
This study aims to examine how pre-service teachers who took the "Drama for Education" course evaluated the course in terms of individual and professional development. The research was carried out with a case study, which is one of the qualitative research designs. Within the scope of the study, 58 pre-service teachers from different departments who took the "Drama in Education" course as an elective were studied. During the data collection process, an open-ended form was used with 58 pre-service teachers and interviews were conducted with 10 pre-service teachers at the end of the semester. The obtained data were analyzed by content analysis method. According to the results of the research, at the beginning of the semester, pre-service teachers associated the "Drama in Education" course with a theoretical process and children's games. At the end of the term, pre-service teachers expressed a number of positive views, both individually and professionally (for example, gaining empathy, increasing self-confidence, gaining teaching experience). These findings support that the creative drama course is an effective tool that can contribute positively to both the individual development of pre-service teachers and their future teaching careers. This study emphasizes the potential of creative drama education to increase the pedagogical competencies of pre-service teachers and the importance of integrating such courses into the education process of pre-service teachers.
