Preservice Mathematics Teachers' Perceptions of Drama Based Instruction

Autor/in	Bulut, Neslihan
Titel	Preservice Mathematics Teachers' Perceptions of Drama Based Instruction
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 12 (2016) 8, S.1997-2011 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2016.1291a
Schlagwörter	Preservice Teachers; Mathematics Teachers; Student Teacher Attitudes; Teaching Methods; Drama; Competence; Lesson Plans; Undergraduate Students; College Seniors; Foreign Countries; Data Collection; Self Evaluation (Individuals); Program Implementation; Content Analysis; Mathematics Instruction; Experiential Learning; Qualitative Research; Student Centered Learning; Pedagogical Content Knowledge; Knowledge Level; Learning Activities; Time Management; Physical Environment; Educational Environment; Cooperative Learning; Barriers; Turkey + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Schauspiel; Kompetenz; Lesson planning; Unterrichtsplanung; College; Colleges; Senior; Hochschule; Fachhochschule; Ausland; Data capture; Datensammlung; Inhaltsanalyse; Mathematics lessons; Mathematikunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Qualitative Forschung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Pädagogische Kompetenz; Wissensbasis; Lernaktivität; Zeitmanagement; Natürliche Umwelt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kooperatives Lernen; Türkei
Abstract	The purpose of this study was to determine the perceptions of pre-service mathematics teachers related to drama-based instruction. For this purpose, effects of a drama-based mathematics course on senior class pre-service mathematics teachers' knowledge about drama-based instruction and teacher candidates' competencies for developing and implementing drama-based lesson plans were investigated. Participants of the study were 21 senior class pre-service mathematics teachers of a public university in Turkey. Data were collected through an open-ended evaluation form, lesson plans and self-assessment reports. After the 11-week implementation of drama-based activities with teacher candidates, pre-service mathematics teachers succeeded to develop unique lesson plans and implement them with pupils. Lesson plans and self-assessment reports of teacher candidates were analyzed according to descriptive and content analysis. Findings were discussed according to the emergent categories. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01