Session Information
10 SES 13 C, Research on Programmes and Pedagogical Approaches in Teacher Education
Paper Session
Contribution
Science education is important for providing effective and creative learning environments for learners to construct their higher order thinking and social skills. Effective science education can be provided by effective science teacher education. Teaching is tremendously complex and demanding process. Decision making is a basic and essential teaching skill. A teacher’s thinking and decision making organize and guide his /her teaching plan and actual teaching behavior (Westerman, 1991). Decision making involves in all three stages of teaching process: preactive or planning, interactive or actual teaching, and postactive evaluation or reflection. Teacher thoughts and decision making have become important research topics in teacher education or teacher effectiveness.
The research on teachers’ thought process such as teaching decision making has emerged recently (Clark & Peterson, 1986). Clark and Peterson (1986) developed a model to explain the cyclical process of teaching and made a thorough review of literature on teachers’ thought process. Their review summarized the current knowledge about teacher planning, teachers’ interactive thoughts and decisions, and teachers’ theories and beliefs.
Westerman (1991) proposed an interaction model of expert teachers’ decision making encompassing all three stages of teaching. He emphasized what made an expert teacher was more than simply having more elaborated schemata. It was the way that a teacher processed information. In terms of his model, the expert teacher integrated a broader scope of information such as knowledge of curriculum, students, pedagogical, subject matter and beliefs, etc.
Contemporary learning methods should be applied for providing effective learning environments in science teacher education. One of these methods is drama. Drama, the method of learning based on the theory of constructivist learning, is the interpretation and animation of a word, concept, attitude, sentence, idea experience and event by making use of the theatre techniques and game-like processes (San, 1996). The studies of drama are composed of the applications in which the individual’s sensual, intellectual and cognitive fields are in integrity and the learning is made experimental (Adıgüzel, 1993).
The aim of this study is to identify the perceptions of preservice science teachers thinking, decision making and planning processes in Creative Drama course. Creative drama is offered an elective course for preservice science teachers and covers fundamental communication skills, constructing lesson plans which use creative drama as a methodology related to science concepts.
Method
Expected Outcomes
References
Westerman, D.A. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292-305. Clark, C.M., & Peterson, P.L. (1986). Teachers’ though processes. In M. C. Wittrock (Eds.), Handbook of research on teaching. (3rd ed., pp. 255-296). New York: Macmillian. Adıgüzel, Ö. (1993). The relationship between educational plays and drama. Ankara University College of Education Department of Curriculum and Instruction, Unpublished MS Thesis, Ankara, Turkey. San, İ. (1996). Discipline which creativity and individual awareness: Creative drama education, New Turkey Journal, 2(7) 148-160.
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