Language and Reading through Drama: Teachers’ Self-Efficacy

摘要

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.