Metaphors: The Elementary School Teacher Candidates Come Up with Relation to the Concept of “Drama”

Ayşe Mentiş Taş

Konya Necmettin Erbakan üniversity, Meram Yeniyol/Konya, Turkey.

DOI: 10.4236/ce.2013.47063                

Abstract

The purpose of this study is to uncover the perceptions of the elementary school teacher candidates who have related to the concept of “drama” through metaphors. The study group consisted of 129 third-year students taking the “Drama” course during the fall semester of the 2012-2013 academic year in the Department of Elementary School Teaching of Necmettin Erbakan University’s Faculty of Education. 66 of the teacher candidates, who participated in the study, were females and the 63 of them were males. The data of the study was obtained by students completing the sentence of “Drama is like… because…”. To do this, the teacher candidates were given a blank sheet of paper with the aforementioned sentence written at the top of the paper and were asked to express their thoughts by using that statement and by concentrating on only one metaphor. During the analysis of the data, frequency, percentage calculations and content analysis which is a qualitative method, were used. The process of analyzing and interpreting the metaphors developed by the teacher candidates was carried in five phases: (1) naming stage, (2) screening and clarifying phase, (3) compiling and category development phase, (4) proving the validity and reliability phase, (5) transferring the data into the computer. According to the findings of the study, the teacher candidates developed 30 valid metaphors related to the concept of “Drama”. These metaphors were then grouped under five different conceptual categories after examining them in terms of common characteristics.

Keywords

Drama; Metaphor; Elementary School Teacher; Teacher Candidate

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Ad1güzel, H. O. (1999). Problem of creative drama teacher training in Turkey. VIII. National Educational Sciences Conference, Trabzon.
[2]	Ad1güzel, H. O. (2006). The concept of drama, its components and phases. Journal of Creative Drama, 1, 17-31.
[3]	Akyol, A. K., & Hamamc1, Z. (2007). The effect of drama education on the level of empathetic skills of university students. Bulgarian Journal of Science and Education Policy, 1, 205-215.
[4]	Alt1n, B. N., & OruC, S. (2008). Museum education and creative drama. Journal of Cukurova University Faculty of Education, 3, 125.
[5]	Arnett, R. C. (1999). Metaphorical guidance: Administration as building and renovation. Journal of Educational Administration, 37, 80-89. doi:10.1108/09578239910253953
[6]	Aykac, M., & Ad1güzel, H. O. (2011). The effect of using creative drama as a method on student success in social studies courses. Journal of Kastamonu University Faculty of Education, 19, 297-314.
[7]	Brewer, J. A. (2007). Introduction to early childhood education: Preschool through primary grades (6th ed.). Boston: Pearson Education, Inc.
[8]	Celen, I., & Vural, R. A. (2009). Drama in education and teaching English: A research on the fourth grade elementary students. Elementary Education Online, 8, 425-438.
[9]	Dalbudak, Z. (2006). A study on preschool teachers’ using drama activities. Masters Thesis, Ankara: Ankara University Science Graduate School.
[10]	Dalbudak, Z., & Akyol, A. K. (2008). Examining preschool teachers’ drama activities in their curriculum. Journal of Cukurova University Social Sciences Graduate School, 17, 169-188.
[11]	Dellal, N. A., & Kara, Z. (2010). Awareness levels of foreign language teacher candidates and teachers about drama techniques. Language Journal, 149, 7-29.
[12]	Erdogan, G. (2006). A study on the effect of creative drama activities on 8th graders’ levels of depression and self-concept. Masters Thesis, Ankara: Gazi University Educational Sciences Graduate School.
[13]	Fuford, J., Hutchings, M., Ross, A., & Schmitz, H. (2001). Ilkogretim de drama. (Cev. Leyla Kücükahmet, Hande Borcbakan, S. SadiKara manoglu) Ankara: Nobel Yay1n Dag1t1m.
[14]	Girgin, T. (1999). Creative drama activities in preschool education in stitutions in Turkey. Masters Thesis, Ankara: Social Sciences Graduate School, Ankara University.
[15]	Gürol, A. (2003). Identifying the competence levels of preschool teachers and preschool teacher candidates related to drama. Journal of Firat University Social Sciences, 13, 147-165.
[16]	Harun, B. (2005). Attitudes of science teachers towards creative drama and their opinions on narration activities. Masters Thesis, Bolu: Aban tIzzet Baysal University Social Sciences Graduate School.
[17]	Kaf, O. (2000). The effect of creative drama method on social skills in life study courses. Journal of Cukurova University Social Sciences Graduate School, 6, 173-184.
[18]	Kara, Y., & Cam, F. (2007). The effect of creative drama method on the attainment of some social skills. Journal of Hacettepe University Faculty of Education, 32, 145-155.
[19]	Karacil, M. (2009). The effect of creative drama on student success in elementary school. Masters Thesis, Kars: Kafkas University, Social Sciences Graduate School.
[20]	Koksal, A. A. (2003). Drama and its importance. Journal of Turkish Educational Sciences, Gazi University, 2, 179-192.
[21]	Maden, S. (2011). Problems related to using the drama method in teaching Turkish. Journal of Adiyaman University Social Sciences Graduate School, 4, 107-122.
[22]	Miller, S. (1987). Some comments on the utility of metaphors for educational theory and practice. Educational Theory, 37, 219-227. doi:10.1111/j.1741-5446.1987.00219.x
[23]	Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book (2nd ed.). Thousand Oaks, CA: Sage.
[24]	Oguz, A., & Altun, E. (2011). A study on the relationship between teacher candidates’ attitutes towards drama and their level of emphatic tecndencies. 2nd International Conference on News Trends in Education and Their Implications. Antalya.
[25]	Okvuran, A. (1995). The effect of creative drama on creating the modern person and on empathic tendencies. Journal of Ankara University Educational Sciences, 27, 185-194.
[26]	O’Neill, C., & Lambert, A. (1995). Drama structures: A practical handbook for teachers. London: Hutchinson.
[27]	Ormanci, ü., & Oren, F. S. (2010). Classroom teacher candidates’ opinions related to using drama in primary school: An example of demirci faculty of education. Ankara University Journal of Faculty of Educational Sciences, 43, 165-191.
[28]	Oruc, S., & Alt1n, B. N. (2008). Müze egitimive yaratici drama. Cuku rova üniversitesi Egitim Fakültesi Dergsisi, 3, 125-141.
[29]	Oxford, R. L., Tomlinson, S., Barcelos, A., Harrington, C., Lavine, R. Z., Saleh, A., & Longhini, A. (1998). Clashing metaphors about classroom teachers: Toward a systematic typology forthe language teaching field. System, 26, 3-50. doi:10.1016/S0346-251X(97)00071-7
[30]	Ozdemir, S. M., & Cakmak, A. (2008). The effect of drama education on prospective teachers’ creativity. International Journal of Instruction, 1, 13-30.
[31]	Pinciotti, P (1993). Creative drama and young children: The dramatic learning connection. Arts Education Policy Review, 94, 24. doi:10.1080/10632913.1993.9936938
[32]	San, I. (1996). A method that develops creativity and a discipline that improves the creative individual: Educational creative drama. Journal of New Turkey, 2, 148-160.
[33]	San, I. (1999). The past and the present of creative drama in Turkey. Republic and child. 2nd National Children Culture Conference, An kara: Ankara üniversitesi Cocuk Kültürü Araat1rma ve Uygulama Merkezi Yay1nlar1.s., 267-273.
[34]	Saban, A. (2008). Primary school teachers’ and their students’ mental images about the concept of knowledge. Elementary Education On line, 7, 421-455.
[35]	Saglam, T. (1997). Egitimde drama. VI. uluslararasi egitimde drama semineri. Drama maskemüze. Yayina hazirlayan: Incisan. Ankara:Cagdas Drama Dernegi, 33-35.
[36]	Toy, B. Y. (2012). Perceptions of teacher candidates regarding the instruction of pedagocial courses by using drama method: The development and learning course example. International Journal of New Trends in Arts, Sports & Science Education, 1, 125-136.
[37]	üstündag, T. (1997). The advantages of using drama as a method of education in elementary schools. Journal of Hacettepe University Faculty of Education, 13, 89-94.
[38]	Y1ld1r1m, I. N. (2008). Identifying elementary school teachers’ competence and application levels related to creative drama. Elaz1g: Firat University, Social Sciences Graduate School.
[39]	Y1lmaz, G. C. (2006). Using drama method in science education. Masters Thesis, Denizli: Pamukkale University Science Graduate School.