Does Professional Development in Drama-Based Instruction Influence Preschool Teachers' Developmental Knowledge, Teaching Self-Efficacy, and Beliefs About Drama?

• In Event: Methods, Histories, and Outcomes in Drama/Theater Education

Abstract

One pathway to increasing language learning of preschool children is through drama-based instruction (DBI) during storybook reading. The present study examined the effects of a DBI professional development (PD) program on preschool teachers’ developmental knowledge, self-efficacy and drama beliefs. Preschool teachers (M =27) from a southwestern city volunteered to participate in the study. The teachers were randomly assigned to one of two conditions: PD in DBI or business-as-usual (BAU). The PD focused on using drama during storybook reading. Condition-related differences in favor of the DBI were identified from pre- to post-intervention in beliefs about students’ abilities in creative thinking and emotional knowledge. A difference in favor of BAU was identified on teacher beliefs in preschoolers problem solving abilities.

Authors

• Scott C. Marley, Arizona State University
  Presenting Author

• Lauren van Huisstede, Arizona State University
  Non-Presenting Author

• Michael Kelley
  Non-Presenting Author

• Katie Bernstein, Arizona State University
  Non-Presenting Author

• M. Adelaida Restrepo, University of South Florida
  Non-Presenting Author

• Jenny Millinger, Childsplay Theatre Company
  Non-Presenting Author