A Primary School Teacher's Journey on Using Drama Method in the Classroom: Collaborative Action Research Model

Autor/inn/en	Çayir, Nihan Akkocaoglu; Yolcu, Ayse
Titel	A Primary School Teacher's Journey on Using Drama Method in the Classroom: Collaborative Action Research Model
Quelle	In: International Journal of Progressive Education, 17 (2021) 5, S.152-169 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çayir, Nihan Akkocaoglu) ORCID (Yolcu, Ayse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Teaching Methods; Dramatic Play; Class Activities; Action Research; Lesson Plans; Curriculum Implementation; Instructional Effectiveness; Inservice Teacher Education; Professional Development; Elementary School Students; Children; Feedback (Response); Public Schools; Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Dramatisches Mittel; Theaterstück; Projektforschung; Lesson planning; Unterrichtsplanung; Unterrichtserfolg; Lehrerfortbildung; Child; Kind; Kinder; Public school; Öffentliche Schule; Ausland
Abstract	This study aims to determine a primary school teacher's observations and experiences regarding in-service training on drama method within the framework of collaborative action research model. The first author was invited to offer a 120-hour Drama Course upon request of the teachers in a primary school. In the 14th week, the action research process started with a teacher who wanted to implement the drama method in her classroom. Collaborative action research cycle was consisted of following phases: structuring the lesson plan, implementing, and monitoring the lesson plan in the classroom, teacher's observation of the process, and reflection of the findings obtained through student feedback and reflective diaries. The teacher prepared 4 lesson plans, implemented, and evaluated them in this cycle, which lasted a total of 8 weeks. According to results, Derya teacher actively participated in the process, questioned her practices systematically, and became open to development and change with the students and researcher's feedback. Based on the findings obtained, it is suggested that collaborative action research model in in-service training should be used. Thus, thanks to this model based on practice, it may be possible to reduce the theoretical weight of traditional in-service training and seminars. [This study was presented at the 18th Primary Teacher Education Symposium held on 16-20 October, 2019.] (As Provided).
Anmerkungen	International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: https://inased.org/ijpepi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01