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Teaching-Learning Processes: Application of Educational Psychodrama in the University Setting

Author

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  • Jesús Maya

    (Department of Psychology, Universidad Loyola Andalucía, Avda. de las Universidades s/n, Dos Hermanas, 41704 Seville, Spain)

  • Jesús Maraver

    (Department of Developmental and Educational Psychology, University of Seville, Camilo José Cela s/n, 41018 Seville, Spain)

Abstract

The use of effective teaching strategies should be developed from teachers’ reflections on educational needs. This study has a twofold objective: to identify needs in teaching-learning processes in the university setting as well as to present and examine the effectiveness of four psychodramatic techniques: psychodramatic images, soliloquy, role-playing and roda viva . A qualitative design using thematic analysis was followed. All 128 teachers participating in the Training in Teaching Skills: Educational Psychodrama (nine courses) were evaluated. Teachers (62.5% women) were from different disciplines. Two semi-structured group interviews were conducted using the focus group procedure. Focus groups were held at the beginning and end of each course (18 in total). The phases of thematic analysis were used as discourse analysis strategies. Teachers reported the need to develop active teaching practices with large groups, strategies to motivate students and skills for conflict resolution with students. Concerning psychodramatic techniques, emphasis was placed on the psychodramatic images to promote active learning and group construction of contents, exploring previous ideas and as an evaluation resource. In addition, the structured use of role-playing was positively assessed. These results identify specific teaching needs and support the use of psychodramatic techniques as a valuable educational resource in higher education.

Suggested Citation

  • Jesús Maya & Jesús Maraver, 2020. "Teaching-Learning Processes: Application of Educational Psychodrama in the University Setting," IJERPH, MDPI, vol. 17(11), pages 1-17, June.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:11:p:3922-:d:365877
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    References listed on IDEAS

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    1. Santiago Alonso-García & Inmaculada Aznar-Díaz & María-Pilar Cáceres-Reche & Juan-Manuel Trujillo-Torres & José-María Romero-Rodríguez, 2019. "Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability," Sustainability, MDPI, vol. 11(24), pages 1-15, December.
    2. Elisa Huéscar Hernández & Juan Antonio Moreno-Murcia & Luís Cid & Diogo Monteiro & Filipe Rodrigues, 2020. "Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students," IJERPH, MDPI, vol. 17(6), pages 1-13, March.
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