Abstract
This pilot study examined the effect of drama exposure on preservice teachers’ self-efficacy beliefs regarding the language and reading development of their preschool students. Preservice teachers completed a survey before and after they participated in drama workshops. Results revealed statistically significant differences in pre- to post-ratings of teacher self-efficacy beliefs and attitudes regarding teaching language and reading skills, pointing to the potential impact of drama integration on teacher beliefs, which likely shape future instructional practices.
Highlights
Recent research reinforces the power of infusing the arts to engage students in every part of their learning (Bodrova & Leong, 1996; Diamond & Lee, 2011; Riggs et al, 2006)
A paired samples t-test was conducted in SPSS version 27 to examine the difference in preservice teachers’ ratings of survey items, measured before and after the drama workshop experience
There was a strong, positive correlation between teacher report and parent report in the extent to which they agreed on the use of drama to teach language and reading during the preschool period
Summary
Recent research reinforces the power of infusing the arts to engage students in every part of their learning (Bodrova & Leong, 1996; Diamond & Lee, 2011; Riggs et al, 2006). Evidence from the neuroscience of learning shows that the arts promote children’s symbolic representations, conceptual thought, and innovation and has been associated with a remarkable increase in sustained attention during artsrelated activities and beyond (Posner et al, 2008, Wandell et al, 2008). Drama integration is thought to be conducive to student engagement as it fosters children’s active participation in authentic learning experiences and affords them numerous avenues for self-expression (Anderson et al, 2019; Cawthon, Dawson, & Ihom, 2011; Saraniero, Goldberg, & Hall, 2014). Drama plays a crucial role in helping children better understand and use language. Drama is a highly engaging way of creating and re-creating meaningful experiences that reinforce children’s understanding and the communicative (oral and gestural) value of written text
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