Turning stage fright into stage might: Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships
Abstract
The gap between theory and practice during initial teacher training has been an enduring topic of research due to its impact on teacher-readiness. Given the COVID-19 pandemic campus closures threatening to widen the gap, this research was a timely intervention aimed at connecting pre-service teachers to their professional network. Specifically, the project brought together pre-service drama teachers and in-service drama teachers (identified as positive mentors and practitioners) in two 90 minute online forums, to explore pedagogical perspectives and understandings. Semi-structured focus-group and individual interviews were held with 21 pre-service drama teachers. Data revealed that the lived experience shared by drama teachers assisted pre-service teachers translate theory into practice supporting the learning of their pedagogical craft, both instructionally and behaviourally. Furthermore, this collaboration appeared to enhance motivation, build connection to the drama education community and inspire pre-service students during a personally and professionally challenging time in their initial teacher training.
RAS ID
44327
Document Type
Journal Article
Date of Publication
8-2022
School
School of Education
Copyright
subscription content
Publisher
SAGE
Recommended Citation
Gray, C., Egeberg, H., & Green, T. (2022). Turning stage fright into stage might: Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships. DOI: https://doi.org/10.1177/00049441221090006
Comments
Gray, C., Egeberg, H., & Green, T. (2022). Turning stage fright into stage might: Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships. Australian Journal of Education, 66(2), 140-153.
https://doi.org/10.1177/00049441221090006