Turning stage fright into stage might
Pre-service drama teachers developing ideas about pedagogy, authenticity and relationships
Bibliographic Data
| ID | 21293869 |
|---|---|
| Authors | Christina Gray (0000-0001-8464-1961, Edith Cowan University), Helen Egeberg (0000-0001-9907-8593, Edith Cowan University), Tammy Green (Edith Cowan University) |
| Year | 2022 |
| Volume | 66 |
| Issue | 2 |
| Pages | 140-153 |
| Publication date | 2022-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0004-9441 • E-ISSN: 2050-5884 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00049441221090006 |
| OpenAlex | W4225004054 |
| Language | EN |
| Citations received | 1 |
| References cited | 36 |
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
Craft · Drama · Focus group · Microteaching · Pedagogy · Professional development · Service (business) · Sociology · Teacher education · Visual arts · Creative Drama in Education · Psychology · Teacher Education and Leadership Studies · Theatre and Performance Studies
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Understandings of mentoring in school placement settings within the context of initial teacher education in Scotland
The complex role of drama teaching and drama teachers’ learning trajectories in an Icelandic context
Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning
Positioning the drama teacher
Acting together
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Implications for educational practice of the science of learning and development
Embodiment and becoming in secondary drama classrooms
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Behaviorism, Constructivism, and Socratic Pedagogy
An Anthology of Voices
Context Matters
Mentoring in the New Millennium
Alguns Desafios E Demandas Da Formação Inicial De Professores Na Contemporaneidade
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |