TITLE:
Language and Reading through Drama: Teachers’ Self-Efficacy
AUTHORS:
Amanda Melville, Lama Farran
KEYWORDS:
Drama, Language, Reading, Preschool Children, Preservice Teachers
JOURNAL NAME:
Open Journal of Modern Linguistics,
Vol.11 No.4,
August
31,
2021
ABSTRACT: This pilot study examined the effect of drama exposure on preservice teachers’ self-efficacy beliefs regarding the language and reading development of their preschool students. Preservice teachers completed a survey before and after they participated in drama workshops. Results revealed statistically significant differences in pre- to post-ratings of teacher self-efficacy beliefs and attitudes regarding teaching language and reading skills, pointing to the potential impact of drama integration on teacher beliefs, which likely shape future instructional practices.