摘要：AbstractProblem Statement:What challenges do teacher trainees face in pedagogic and multimodal interaction during drama lessons?Purpose of Study:The challenges of pedagogic and multimodal interaction between teacher and student were examined, thereby developing practices in teacher education of drama.Research Methods:Stimulated recall-interviews were conducted with the help of a video that was recorded during teacher practice sessions in spring 2011. The interviewees (N=7) were students studying to become class teachers. The interviewer and the interviewees watched previously selected video clips together and discussed the classroom interaction.Findings:The study shows that pedagogic and multimodal interaction of a drama lesson is challenging for the teacher trainees. According to the data analysis, class teacher students pointed out five main elements that make interaction in classroom drama teaching challenging: teacher's actions; educational organization; the nature of the subject; students, and resources. The five main categories included several sub-categories. This study focuses on the three first elements: teacher's actions, organization of the educational situation, and the nature of the subject.Conclusions:The teacher trainees found the interaction in drama work to be challenging. Drama work is a free form of education, making controlling the group or individual students more difficult. The interviewees lacked confidence in their own actions, subject knowledge, non-verbal communication and teaching skills. The feeling of inadequacy was also connected to the management of students and the group.
