Title

Turning stage fright into stage might: Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships

Document Type

Journal Article

Publication Title

Australian Journal of Education

Publisher

SAGE

School

School of Education

RAS ID

44327

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. Advance online publication. https://doi.org/10.1177/00049441221090006

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.

DOI

10.1177/00049441221090006

Access Rights

subscription content

Research Themes

Society and Culture

Priority Areas

Creativity, culture and artistic practice

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