USING CREATIVE DRAMA ACTIVITIES TO IMPROVE METACOGNITIVE AWARENESS OF STUDENT TEACHERS / ÖĞRETMEN ADAYLARININ ÜSTBILIŞSEL FARKINDALIKLARINI GELIŞTIRMEKTE YARATICI DRAMA KULLANIMI

Secil Horasan Dogan, Pasa Tevfik Cephe

Abstract


This study investigated the effects of creative drama on metacognitive awareness of student teachers studying English Language Teaching. Before and after a 30-hour creative drama workshop, they taught one lesson which was observed and video-recorded by the researcher, participated in stimulated recall sessions, and filled in the Metacognitive Awareness Inventory for Teachers (MAIT). Additionally, group discussions were recorded throughout the workshop. The content analysis of qualitative data from observations, stimulated recall and discussions led to the categorization of metacognitive awareness into three categories: metacognitive knowledge, metacognitive regulation, and metacognitive experience. Also, the quantitative analysis of the MAIT revealed a significant difference in their metacognitive awareness. As a conclusion, integration of creative drama activities into teacher education was discussed.

 

Bu çalışma, İngilizce Öğretmenliği Bölümünde okuyan öğretmen adaylarının üstbilişsel farkındalıklarını geliştirmekte yaratıcı dramanın etkilerini araştırmaktadır. 30 saatlik yaratıcı drama atölyesinin öncesinde ve sonrasında, katılımcılar araştırmacının da gözlemleyip video kaydı yaptığı bir ders anlatımı yapmış, uyarıcılı hatırlatma seanslarına katılmış, ve Öğretmenler için Üstbilişsel Farkındalık Envanterini (MAIT) doldurmuşlardır. Ayrıca, grup tartışmaları da tüm atölyeler boyunca kaydedilmiştir. Gözlemler, uyarıcılı hatırlatmalar ve tartışmalardan gelen nitel verinin içerik analizi sonuçlarına göre üstbilişsel farkındalık üç kategoriye ayrılmıştır: Üstbilişsel bilgi, üstbilişsel düzenleme ve üstbilişsel deneyim. MAIT’ten gelen nicel veri analizi sonuçları da üstbilişsel farkındalıklarında önemli bir fark olduğunu ortaya koymuştur. Sonuç olarak, yaratıcı drama aktivitelerinin öğretmen eğitimine yedirilmesi gerekliliği tartışılmıştır.

 

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Keywords


metacognitive awareness, creative drama, English language teacher education, student teachers / üstbilişsel farkındalık, yaratıcı drama, İngilizce öğretmeni eğitimi, öğretmen adayı

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References


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DOI: http://dx.doi.org/10.46827/ejel.v0i0.2492

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