Body in Drama Class: The Role of Body in Learning

Necla Köksal


The aim of this study is to examine the perceptions of preservice teachers about the body in drama classes and to identify the views of preservice teachers about the role of the body on learning. As a phenomenological study, the participants consisted of 20 preservice teachers attending the English Language Teaching Department and Psychological Guidance and Counselling Department at the Faculty of Education at Pamukkale University. The data was collected via semi-structured interview form. According to the content analysis, the views of preservice teachers on the body in drama classes were categorized as a theme named "body and learning in drama class". Two sub-themes were identified under the main theme as the impending and supportive factors for learning. As a result, preservice teachers indicated that after the drama experiences their perceptions of the body has changed, they interpreted the relation of body and mind in a different way in the learning process, and comprehend the role of the body on learning better.  

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Copyright (c) 2020 World Journal of Education


World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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