ABSTRACT
This study explored the impacts of a creative drama course on pre-service teachers’ beliefs about teaching skills. The participants kept weekly reflective journals and were observed in micro-teachings during the drama course. They were also interviewed four times over a period of two years. The results revealed positive perceptions about using drama in teacher education programs. Their beliefs were more oriented around personal and professional skills. As a result, performance-based practice embedded in creative drama courses in teacher education was discussed with a “teaching as a performing art” approach.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Secil Horasan-Doğan
Secil Horasan-Doğan holds her B.A., M.A., and PhD in the field of Teaching English as a Foreign Language in Turkey. She has taught EFL in Turkey and ESL in the United States. Her research interests include teacher identity, creative drama, multilingualism, and heritage languages.