Aslı YÜKSEL, Tuğçe AKYOL, Fatma Betül ŞENOL

EVALUATION OF PERCEPTIONS OF PRESCHOOL EDUCATION TEACHER CANDIDATES TOWARDS DRAMA

Drama has greatly contributed to gaining required skills for an individual in 21st century. To effectively realise drama applications during preschool period, preschool teachers must have adequate knowledge and skills. Opinions and attitudes of preschool teachers towards drama directly effects application processes. It is important to determine perceptions of teachers who will plan and realise drama applications towards drama. This study was conducted to reveal the perceptions of preschool education teacher candidates towards drama by using metaphors. Phenomenological approach under qualitative research method was adopted in this study. The study group consisted of 138 second grade preschool education teacher candidates participating in drama class in Afyon Kocatepe University Education Faculty, Preschool Education Department during the spring semester of the 2014-2015 academic year. An opinion statement form consisting of 7 open-ended questions was used as a data collection tool. Content analysis was applied to the data of this study and the data were represented with numerical values. The results of this study indicated that preschool education teacher candidates produced different metaphors for drama, stages of drama, roles of teacher and children in drama (n=523), different metaphors for drama and drama stages, and produced “life” (n=42) category metaphors for drama and “leader/guide” (n=63) category metaphors for role of teacher.

OKUL ÖNCESİ EĞİTİMİ ÖĞRETMEN ADAYLARININ DRAMAYA İLİŞKİN ALGILARININ İNCELENMESİ

Drama, 21. yüzyıl insanının sahip olması gereken becerilerin kazandırılmasına büyük ölçüde katkı sağlamaktadır. Okul öncesi dönemde drama uygulamalarının etkili bir şekilde gerçekleştirilebilmesi için okul öncesi öğretmenlerinin gerekli bilgi ve becerilere sahip olmaları gerekmektedir. Okul öncesi öğretmenlerinin drama uygulamalarına ilişkin görüşleri ve tutumları öğretmenlerin doğrudan uygulama süreçlerine etki etmektedir. Drama uygulamalarını planlayacak ve gerçekleştirecek olan öğretmenlerin dramaya yönelik algılarının belirlenmesi büyük önem taşımaktadır. Bu araştırma, okul öncesi eğitimi öğretmen adaylarının dramaya ilişkin algılarını metaforlar aracılığıyla ortaya çıkarmak amacıyla gerçekleştirilmiştir. Araştırmada nitel araştırma yöntemi kapsamında fenomonolojik yaklaşım kullanılmıştır. Araştırmanın çalışma grubunu, 2014-2015 eğitim öğretim yılı bahar döneminde Afyon Kocatepe Üniversitesi Eğitim Fakültesi Okul Öncesi Eğitimi Anabilim Dalı’nda drama dersini almış olan toplam 138 ikinci sınıf okul öncesi eğitimi öğretmen adayı oluşturmuştur. Araştırmada veri toplama aracı olarak 7 açık uçlu sorudan oluşan bir görüş bildirme formu kullanılmıştır. Araştırmadan elde edilen verilerin analizinde içerik analizi kullanılmış olup veriler sayısal değerlerle ifade edilmiştir. Araştırmada, okul öncesi eğitimi öğretmen adaylarının dramaya, dramanın aşamalarına, dramada öğretmenin ve çocuğun rolüne yönelik (n=523) farklı metafor ürettikleri, öğretmen adaylarının dramaya ve dramanın aşamalarına yönelik farklı metaforlar ürettikleri, dramaya ilişkin en çok hayat (n=42), drama etkinliklerinde öğretmenin rolüne ilişkin ise en çok “Lider/rehber” (n=63) kategorisi altında metaforlar ürettikleri sonucuna ulaşılmıştır.

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