THE EFFECT OF DRAMA EDUCATION ON PROSPECTIVE TEACHERS’ CREATIVITY

dc.creator	Soner Mehmet OZDEMIR
dc.creator	Aygen CAKMAK
dc.date	2008-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:23:51Z
dc.date.available	2015-08-12T11:23:51Z
dc.identifier	1694-609X
dc.identifier	https://doaj.org/article/8a32e0ebd1114147ad27cc501493fef6
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29771
dc.description	A number of studies of the effects of drama on individuals’ cognitive and affective characteristics have been carried out recently. These studies revealed that drama had positive impact on students’ development of communication skills, socialization levels, development of emotional intelligence, social skills, empathic skills and empathic tendencies regardless of the grade levels of the students. In the present study, the effect of drama education on creativity of prospective classroom teachers was examined. As the method of this study, experimental design, which is based on pre-test and post-test, was used. In the research the study group consisted of 78 the 4th grade students (50 females and 28 males) who attended the Primary School Teacher Education Program at Elementary Education Department of Faculty of Education, Kirikkale University in fall semester of 2006-2007 academic year. The data in this study was gathered through “Torrance Test of Creative Thinking-Figural Form A”. “TTCT-Figural, Form A” was applied on the participants before and after Drama Course, and their pre-test and post-test scores were compared accordingly. Results of the study showed that at the end of the Drama Course, the scores of creativity test the students took increased to some extent in all of the dimensions of creativity test, which are “fluency”, “originality”, “elaboration”, “resistance to premature closure” and “abstractness of titles”. It was also found out that participants’ pre-test and post-test creativity scores did not make a significant difference according to gender variable. Recommendations of the study include that drama should be an essential part of all teacher education programs, and more research should be performed focusing on the effects of drama on students’ various intellectual skills and attitudes.
dc.language	English
dc.publisher	International Journal of Instruction
dc.relation	http://www.e-iji.net/dosyalar/iji_2008_1_2.pdf
dc.relation	https://doaj.org/toc/1694-609X
dc.source	International Journal of Instruction, Vol 1, Iss 1, Pp 13-30 (2008)
dc.subject	Drama
dc.subject	Creativity
dc.subject	Prospective classroom teachers
dc.subject	Torrance Test of Creative Thinking (TTCT)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	THE EFFECT OF DRAMA EDUCATION ON PROSPECTIVE TEACHERS’ CREATIVITY
dc.type	article