Drama pedagogy as a catalyst for shifting language anxiety in primary school teachers
Offering critical engagement within EFL classroom
Bibliographic Data
| ID | 12645490 |
|---|---|
| Authors | Naoko Araki (0009-0003-4560-2144, Akita International University, corresponding author) |
| Year | 2020 |
| Volume | 21 |
| Issue | 3 |
| Pages | 258-273 |
| Publication date | 2020-11-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Qualitative Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1443-9883 • E-ISSN: 1448-0980 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/qrj-03-2020-0020 |
| OpenAlex | W3109569245 |
| Language | EN |
| References cited | 6 |
Purpose Japanese school teachers are facing challenges under the new curricula reform, and there is still a lack of preparation to guide them to a successful implementation. Dilemmas related to teaching English language in primary schools were seen among participant teachers in a program of professional learning. This study aims (1) to identify a feeling of anxiety and readiness to the new EFL curricula and (2) to offer a professional learning program for shifting their concerns to regain their confidence and agency as educators. Design/methodology/approach The study was conducted based on qualitative research. Qualitative data was collected from 40 participating teachers in the professional learning program, and later was critically analysed. Findings Initial findings revealed that the majority of participants felt concerned towards teaching EFL in their school, as they are homeroom teachers, not specialist teachers in EFL. Drama pedagogy helped shifting their language anxiety and repositioning themselves within the new EFL curricular implementation, as it became evident through the reflections of the professional development workshop. Originality/value The study highlights current educational issues that Japanese primary school teachers are facing. Failure to fully address their feeling of anxiety underlies the Japanese school culture. Drama pedagogy, despite being quite new to educational pedagogy in Japan, was effective in allowing the participants to freely express their voices
Anxiety · Curriculum · Drama · Feeling · Originality · Pedagogy · Professional development · Qualitative research · Sociology · Creative Drama in Education · Psychology · Social Psychology
| Highly cited | No |
|---|