Abstract
The use of effective teaching strategies should be developed from teachers’ reflections on educational needs. This study has a twofold objective: to identify needs in teaching-learning processes in the university setting as well as to present and examine the effectiveness of four psychodramatic techniques: psychodramatic images, soliloquy, role-playing and roda viva. A qualitative design using thematic analysis was followed. All 128 teachers participating in the Training in Teaching Skills: Educational Psychodrama (nine courses) were evaluated. Teachers (62.5% women) were from different disciplines. Two semi-structured group interviews were conducted using the focus group procedure. Focus groups were held at the beginning and end of each course (18 in total). The phases of thematic analysis were used as discourse analysis strategies. Teachers reported the need to develop active teaching practices with large groups, strategies to motivate students and skills for conflict resolution with students. Concerning psychodramatic techniques, emphasis was placed on the psychodramatic images to promote active learning and group construction of contents, exploring previous ideas and as an evaluation resource. In addition, the structured use of role-playing was positively assessed. These results identify specific teaching needs and support the use of psychodramatic techniques as a valuable educational resource in higher education.
Highlights
Achieving teaching excellence in university education is one of the top priorities in current university teaching plans [1,2]
This study proposes and presents a series of educational practices based on the reflection of teachers on their teaching practices, on the existing need to improve as teachers and on the obstacles encountered in the modern university
This study introduces a strategic approach to teaching innovation: Training in Teaching Skills: Educational Psychodrama (TTS-EP)
Summary
Achieving teaching excellence in university education is one of the top priorities in current university teaching plans [1,2]. There is considerable controversy about what makes an excellent teacher in higher education [3]. Present-day teaching-learning models focus on meaningful learning of content [4]. These models require teachers to acquire specific skills and specialize in teaching practices that are alternatives to the traditional approach [5,6]. Higher education must promote a series of programs that guarantee the ongoing training of teachers to achieve teaching excellence [7,8]
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