Exploring Preschool Story Time: The Influence of Teacher Self-Efficacy and Developmental Beliefs on Drama-Based Strategies.

• In Event: AERA Roundtable Session Thursday 7:45 am
  In Roundtable Session: Nurturing Social-Emotional Learning Through the Arts

Abstract

The instructional strategies teachers use during read alouds can benefit preschool children’s language learning. Teacher self-efficacy and beliefs about children’s abilities may influence standard and drama-based read-aloud (DBRA) instructional strategy selection. In the present study, we examined teacher (N = 31) self-efficacy and beliefs about children’s abilities in relation to read aloud instructional practices. Vocal variety and frequency of strategy use positively correlated with engagement self-efficacy. Teachers’ self-efficacy, in both instruction and engagement, positively correlated with read aloud duration. Teachers’ beliefs about preschoolers’ social skills positively correlated with encouraging pantomime. These findings indicate a need for continued research into teacher self-efficacy and beliefs in relation to drama-based instructional practices during read alouds to inform preservice and continuing teacher professional development.

Authors

• Melissa Pierce, Arizona State University

• Scott C. Marley, Arizona State University

• Lauren van Huisstede, Arizona State University

• Katie Bernstein, Arizona State University

• Jenny Millinger, Childsplay Theatre Company

• M. Adelaida Restrepo, University of South Florida

• Michael F. Kelley, Arizona State University

• Erin Rotheram-Fuller, Arizona State University

• Annette Schmidt, Arizona State University