The purpose of this research was to investigate the attitudes of prospective teachers toward drama program implemented in a public university. Both quantitative and qualitative methodologies were benefited in this study. Two hundred and twenty-two prospective teachers from Classroom Teaching, Science Education, Early Childhood and Turkish Language Education departments participated into the survey. An attitude scale for prospective teachers toward drama course was administered to all participants. Then, face-to-face voluntary interviews were done with 14 prospective teachers from all departments, in order to gather information about their perceptions concerning several issues in drama education. The results of the t test and ANOVA indicated that there are no statistical differences between the attitudes of prospective teachers toward drama, considering gender and academic achievement scores. However, a meaningful difference was observed with regard to departmental variable, in favor of Science Education Department. Although certain problems were emphasized within the implementation of the course, the analysis of the interviews generally showed that drama education was effective in permanence of learning, providing positive learning atmosphere, developing communication skills, and positive (affective) attitudes such as self-trust, imagination when effectively implemented.
Key words: Creative drama, drama education, prospective teachers, teacher training
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