Do Teachers’ Beliefs About Preschool Children’s Developmental Skills and Teaching Self-Efficacies Predict Beliefs About Drama?

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Teachers' Practices and Experiences in Arts Education (Table 7)

Abstract

Drama-based instruction (DBI) capitalizes on the benefits of play, enactment and imagination. However, preschool teachers may question the developmental appropriateness of DBI. The present study examines preschool teacher beliefs about children’s development and teaching self-efficacies as predictors of DBI beliefs. Using an online survey, 113 teachers completed self-reported measures of teacher self-efficacy, developmental beliefs, and DBI beliefs. Teacher responses were analyzed with their developmental beliefs, self-efficacy, certification status, and years teaching as predictors of DBI beliefs. Teacher beliefs regarding children’s social skills and storytelling ability positively predicted DBI supporting classroom management. Of particular interest, teacher beliefs regarding children’s abilities to benefit from embodiment predicted DBI fostering creative thinking. Implications for practice and research will be discussed at the presentation.

Authors

• Scott C. Marley, Arizona State University

• Lauren van Huisstede, Arizona State University

• Katie Bernstein, Arizona State University

• M. Adelaida Restrepo, University of South Florida

• Michael F. Kelley, Arizona State University

• Jenny Millinger, Childsplay Theatre Company