You are here

Home » Content

ÖĞRETMEN EĞİTİMİNDE YENİ BİR YAKLAŞIM: HİZMET ÖNCESİ ÖĞRETMEN EĞİTİMİNDE OYUNCULUK UYGULAMALARI

A New Approach in Teacher Education: Acting Applications in Pre-service Teacher Education

Journal Name:

  • EKEV Akademi Dergisi

Publication Year:

  • 2011

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The pursuit of integrating acting theories and techniques into teacher education has been going on for more than three decades, but these studies have never resulted in a hot debate in teacher education. The contemporary studies point out that taking teacher as a performing artist and investing in teacher competences in terms of the variables that relate to acting skills significantly contribute to nonverbal communication skills, nonverbal immediate behavior, teacher enthusiasm and development process of teacher identity. The purpose of this paper is to introduce these influential studies to Turkish educational community and to present the necessary further studies.
Bookmark/Search this post with
Abstract (Original Language): 
Oyunculuk kuramları ve tekniklerinin öğretmen eğitimiyle bütünleştirme çabaları otuz yılı aşkın bir süredir devam etmektedir, fakat bu çalışmalar öğretmen eğitiminde büyük tartışmalar doğurmamış ve sonuçta öğretmen eğitimi anlayışında köklü değişiklikler yaratmamıştır. Öte yandan güncel çalışmalar öğretmenin bir performans sanatçısı olarak ele alınması ve oyunculuk becerileriyle ilişkili olan değişkenler açısından öğretmen yeterliklerine yatırım yapılmasının öğretmenin sözsüz iletişim becerilerine, sözsüz yakınlık davranışına, öğretmen gayreti ve öğretmen kimliğinin oluşum sürecine kayda değer biçimde katkı sağladığını ortaya koymaktadır. Bu makalenin amacı bahsedilen çalışmaları Türk eğitim bilimleri camiasına tanıtmak ve gerekli araştırma alanlarını sunmaktır.
FULL TEXT (PDF): 
PDF icon arastrmx_182912_15_pp_249-259.pdf
  • 49
249-259
  • Turkish

REFERENCES

References: 

Allen, L. Q. (1985). Language Learning and Communication. French Review. 58, 777-
85.
Allen, M., Witt, P. L., & Wheeless, L. R. (2006). The role of Teacher Immediacy as a
Motivational Factor in Student Learning: Using Meta-Analysis to Test a
Causal Model. Communication Education, 55, 21-31.
Baughman, M. D. (1979). Teaching with Humor: A Performing Art. Contemporary Education,
51(1), 26-30.
ÖĞRETMEN EĞİTİMİNDE YENİ BİR YAKLAŞIM: HİZMET ÖNCESİ 257
ÖĞRETMEN EĞİTİMİNDE OYUNCULUK UYGULAMALARI
Beauchamp, C., & Thomas, L. (2009). Understanding Teacher Identity: an Overview of
Issues in the Literature and Implications for Teacher Education. Cambridge
Journal of Education, 39(2),175-189.
Burns, M. U. (1999). Notes on How an Actor Prepares. 18 Şubat 2008 tarihinde http://
www.nea.org/he/advo99/advo9910/feature.html adresinden alınmıştır.
Christophel, D. M. (1990). The relationships among Teacher Immediacy Behaviors, Student
Motivation, and Learning. Communication Education, 39, 323-340.
DeLozier, M. W. (1979). The Teacher as Performer: the Art of Selling Students on Learning.
Contemporary Education, 51(1), 19-25. Danielewicz, J. (2001). Teaching
Selves: Identity, Pedagogy, and Teacher Education. Albany: State University
of New York Press.
Dennis, A. (1995). The Articulate Body: the Physical Training of the Actor. New York:
Drama Book.
Eisner, E. (1979). The Educational Imagination. New York: Macmillan.
Farber, B. A. (1984). Teacher burnout: Assumptions, Myths, and Issues. Teachers College
Record, 86, 321-338.
Farber, B. A. (1991). Crisis in Education: Stress and Burnout in the American Teacher.
San Francisco: Jossey-Bass.
Freedman, S., & Appleman, D. (2008). What Else Would I Be Doing? Teacher Identity
and Teacher Retention in Urban Schools. Teacher Education Quarterly,
35(3), 109-126.
Freidman, A.C. (1988). Characteristics of Effective Theatre Acting Performance As Incorporated
Into Effective Teaching Performance. Yayınlanmamış Doktora
Tezi. Saint Louis University, Missouri.
Frymier, A. B. (1993). The Relationships among Communication Apprehension, Immediacy
and Motivation to Study. Communication Reports, 6, 8-17.
Gregorian, V. (2001). Teacher Education must Become Colleges’ Central Preoccupation.
The Chronicle of Higher Education. 22 Mayıs 2008 tarihinde http://www.
physics.ohiostate.edu/~jossem /REF167.pdf adresinden alınmıştır.
Griggs, T. 2001, Teaching as acting: Considering Acting as Epistemology and its use
in Teaching and Teacher Preparation. Teacher Education Quarterly, 28(2),
23-37.
Hanning, R. W. (1984). The Classroom as the Theater of self: Some Observations for
Beginning Teachers. Erişim Tarihi: 07 Aralık 2008 www.ade.org/ade/bulletin/
N077 /077033.htm.
Hart, R. (2007). Act Like a Teacher: Teaching as a Performing Art. Electronic Doctoral
Dissertations for UMass Amherst.
258 / Dr. Kemal Sinan Özmen EKEV AKADEMİ DERGİSİ
Javidi, M. M., Downs, V. C., & Nussbaum, J. F. (1988). A Comparative Analysis of Teachers’
use of Dramatic Style Behaviors at Higher and Secondary Educational
Levels. Communication Education, 37(4), 278-288.
Jordan, J. R. 1982. The professor as Communicator. Improving College and University
Teaching 30(3), 120–24.
Lessinger, L. M. & Gillis, D. (1976). Teaching as a performing Art. Dallas, TX: Crescendo
Publications.
McNeece, L.S. (1983). The Uses of Improvisation: Drama in the Foreign Language
Classroom. The French Review, 56(6), 829-839.
Merseth, K. K., Sommer, J. & Dickstein, S. (2008). Bridging Worlds: Changes in Personal
and Professional Identities of pre-Service Urban Teachers. Teacher
Education Quarterly, 35(3), 89-108.
Myers, S. A., Zhong, M., & Guan, S. (1998). Instructor Immediacy in the Chinese College
Classroom.Communication Studies, 49, 240-254.
Nussbaum, J. F. (1984). The Montana Program to Systematically Modify Teacher Communicative
Behavior. The Annual Meeting of the American Educational
Research Association, New Orleans. (ERIC Document Reproduction Service
No. ED 243 832).
Olsen, B. (2008). Teaching What They Learn, Learning What They Live: How Teachers’
Personal Histories Shape Their Professional Development. Boulder, CO:
Paradigm Publishers.
Ottesen, E. (2007). Reflection in Teacher education. Reflective Practice, 8(1), 31-46.
Özmen, K. S. (2010). Fostering Nonverbal Immediacy and Teacher Identity
through an acting course in English Teacher Education. Australian Journal of Teacher
Education, 35(6), 1-23.
Plax, T. G., Kearney, P., McCroskey, J. C., & Richmond, V. P. (1986). Power in the Classroom
VI: Verbal Control Strategies, Nonverbal Immediacy and Affective
Learning. Communication Education, 35, 43-55.
Pogue, L. L., & AhYun, K. (2006). The effect of Teacher Nonverbal Immediacy and
Credibility on Student Motivation and Affective learning. Communication
Education, 55, 331-344.
Richmond, V. P. (1990). Communication in the Classroom: Power and Motivation. Communication
Education, 39, 181-195.
Rives Jr., F. C. (1979). The Teacher as Performing Artist. Contemporary Education, 51(1),
7-9.
ÖĞRETMEN EĞİTİMİNDE YENİ BİR YAKLAŞIM: HİZMET ÖNCESİ 259
ÖĞRETMEN EĞİTİMİNDE OYUNCULUK UYGULAMALARI
Rots, I., Aelterman, A., Vlerick, R, & Katrien, V. (2007). Teacher Education, Graduates’
Teaching Commitment and Entrance into the Teaching Profession. Teaching
and Teacher Education, 23(5), 543-55.
Sanford, N. (1967). Where Colleges Fail. San Francisco: Jossey-Bass.
Sarason, S.B. (1999). Teaching as Performing art. New York: Teachers College Press.
Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action. NY:
Basic Books.
Smith, R. A. (1979). Is teaching Really a Performing Art. Contemporary Education,
51(1), 31-35.
Stanislavski, C. (1949). Building a Character (E. R. Hapgood, Trans.). New York: Theatre
Arts Books.
Tauber, R. T., & Mester, C. S. (2007). Acting Lessons for Teachers: Using Performance
Skills in the Classroom (2. Baskı). Westport, Conn: Praeger.
Thomas, C. E. (1994). An Analysis of Teacher Socio-Communicative Style as a Predictor
Classroom Communication Behaviors, Student liking, motivation, and
learning. Yayınlanmamış Doktora Tezi, West Virginia University, Morgantown.
Timpson, W. W., & Tobin, D. N. (1982). Teaching as Performing: a guide to Energizing
your Public Presentation. Englewood, NJ: Prentice Hall Inc.
Travers, R. M. W. (1979). Training the Teacher as a Performing Artist. Contemporary
Education. 51(1), 14-18.
Zhang, Q., & Zhang, J. (2006). Dimensions of Teacher Immediacy As Predictors of Student
Learning: A Chinese Perspective. Communications Research Reports,
23(3), 199-207.
Wallace, M. (1991). Training Foreign Language Teachers: A Reflective Approach. Cambridge:
Cambridge University Press.

Thank you for copying data from http://www.arastirmax.com