| Summary: | 碩士 === 國立臺南大學 === 戲劇創作與應用學系碩士班 === 103 === This study aims to probe into professional knowledge and capacity of two preschool teachers with experience of drama instruction and teachers’ beliefs and related factors in drama instruction. By adopting a case study and from the perspective of observer, this study generalizes professional knowledge and capacity and teachers’ belief required for preschool teachers in drama instruction, and further analyzes the factors. Preschool teachers’ implementation of drama education and services are presented as reference for preschool teachers who are interested in drama education, teacher education institutes or governmental units regarding future study, design of teacher education courses and implementation of drama education.
The results indicate that as to preschool teachers’ professional knowledge and capacity of drama instruction, preschool teachers should combine concepts of creative and educational drama and practice drama courses by “approaching oneself through drama. Based on “methods of activity interaction” and “source and decision of materials”, they adopt different models and creative multiple drama instructions. Moreover, professional preschool knowledge and practical experience will be basic success factors of preschool teachers’ drama instruction. In addition, this study demonstrates that in drama instruction, preschool teachers play the roles as listeners and guides. Children are independent organisms with characteristics. Drama courses emphasize children’s experience, openness and high degree of flexibility. Finally, drama instruction upon practice and theory will significantly influence preschool teachers’ beliefs. After comparing the factors, the researcher realizes that effects of teachers’ personality traits and learning experience are more significant than working years. Currently, if preschool teachers can create win-win states for teachers, parents and children and construct drama instruction communities in kindergartens and related units actively hold demonstration of drama instruction or workshops, they will enhance the implementation of drama instruction in kindergartens.
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