Psychodrama as an Interactive Method to Improve Teacher Candidates' Problem-solving Skill

Abstract

The study aims to use psychodrama techniques for teacher candidates to improve their problem-solving skills in teaching and classroom management in the first years of their profession and prepare them for future pedagogical challenges. For this purpose, an eight-week in-service teacher training workshop was designed to promote teacher candidates' cognition and creativity in decision making in problematic classroom situations through role playing, role reversal, doubling and mirroring. The impact of these psychodrama techniques on problem-solving skills was then evaluated through interview and reflection. The results proved that psychodrama had a marked positive impact on the problem-solving skills of participant teachers and their critical thinking as well as self-management that allows for resolution through action. Novice teachers had better go through workshops on psychodrama in order to bring about positive and impactful results in their professional development and creating rapport in the classroom, which would go a long way in effective and productive teaching